Chapter 1
AIR
FORCE HERITAGE
Section 1A Overview
1.1. Introduction.
As preparation for your entry into the Air Force,
this section will introduce the Air Force mission and their evolution, the
machines and technology associated with air and space flight and most
importantly, the legacy of the men and women of the United States Air Force. By
surveying the history of aviation, you will discover our heritage, appreciate
Air Force traditions, and understand your role in our nation's defense. This
United States Air Force Historical Perspective is by Dr. John T. Farquhar from
the United States Air Force Academy Department of History and contributing
editor George W. Bradley III, the Air Force Space Command Historian. The
enlisted portions of this document were provided by the Air Force Enlisted
Heritage Research Institute's historian, Mr. William I. Chivalette. Dr. John Q.
Smith, Senior Air Force Historian, assisted with additional editing.
Section 1B Dawn of Flight,
Early Days of Aviation, First Air War and the 1920s and 1930s Airpower 1.2. The Dawn of Flight:
1.2.1. The dream of flight recurs in myth and
legend from ancient times, but not until two French brothers, Joseph Michel and
Jacques Etienne Montgolfier, launched a hot air balloon on 15 October 1783,
with passenger Jean Fran ois Pilatre de Rozier, did man first fly. The military
potential of aviation was noted in 1794, when the French Aerostatic Corps'
balloons accompanied the armies of the French Revolution until 1798.

Inflating the Civil War
balloon Intrepid, 1862
1.2.2. In September 1861, a Balloon Corps' provided
aerial observation for the Union Army during the American Civil War. However,
the early balloons proved fragile, vulnerable to weather, and of limited value.
1.2.3. Aviation languished in the United States,
but in Europe, balloons, gliders, and aerodynamics advanced rapidly. By 1853,
Britain's Sir George Cayley created a glider with fixed wings, cambered
airfoil, and horizontal and vertical stabilizers. Continuing Cayley's work,
German engineer Otto Lilienthal produced flying machines similar to today's
hang gliders. From 1891 until his death five years later, Lilienthal greatly
advanced aerodynamic theory. The publicity generated by Lilienthal spurred on imaginative
people on both sides of the Atlantic, including Orville and Wilbur Wright.
1.2.4. The Wrights furthered Lilienthal's
experiments with the assistance of American Octave Chanute, whose book, Progress in Flying Machines, provided their foundation in
aeronautics. From 1900 to 1902, the Wrights conducted more than 1,000 glides
from Kill Devil Hills near Kitty Hawk, North Carolina. After perfecting wing
warping, elevators and rudders, and a water-cooled engine, they attempted the
first powered flight on 14 December 1903. On that try, the aircraft stalled
upon takeoff and crashed three seconds later. Success came at 10:35, on 17
December 1903, when Orville Wright flew 120 feet in 12 seconds. Alternating
pilot duties, the brothers made three more flights with Wilbur flying 852 feet
and staying aloft 59 seconds on the fourth attempt.
1.2.5. American military authorities rejected the
Wrights' flyer, reacting in part to the highly publicized failure of Samuel P.
Langley's steam-powered Aerodrome in October 1903. Although a highly respected
scientist and Secretary of the Smithsonian Institution, Langley and the Army
were subjected to public ridicule and Congressional criticism for the waste of
a $50,000 government grant. Only when President Theodore Roosevelt intervened
was an aeronautical division established in the United States Army's Signal
Corps on 1 August 1907.
1.2.6. With the establishment of an aeronautical
division the army was in possession of several balloons. The Army required
trained enlisted men to conduct balloon inflations and effect necessary
repairs. Effective 2 July 1907, Eddy Ward and Jason Barrett reported to the Leo
Stevens' balloon factory in New York City. They would become the first enlisted
men assigned to the Signal Corps' small Aeronautical Division, which in time
evolved into the United States Air Force enlisted corps.

The enlisted men of the 1908 Aeronautical Division Left
to right (back row), Pfc. Vernon L. Burge, Pfc. Charles De Kim, Pvt. Eldred O.
Eldred; (middle row) Pvt. Stewart K. Rosenberger, Corporal Edward Ward, Pvt.
Cecil R. Colle, Pvt. William E. McConnell. Seated are Pvt. John Crotty (left)
and Pvt. Benjamin Schmidt.
1.2.7. When Ward and Barrett reported, the division
did not officially exist. The Army had disbanded the minuscule Civil War
balloon service in 1863, and the corps' attempts to revive military aviation
met with little success. At the balloon factory, the two men were schooled in
the rudiments of fabric handling, folding, and stitching; in the manufacturing
of buoyant gases; and in the inflation and control of the Army's aircraft.
1.2.8. On 13 August 1907, Ward and Barrett were
ordered to report to Camp John Smith outside Norfolk, Virginia, to participate
in the Jamestown Exposition celebrating the 300th anniversary of the first
settlement of Virginia. Over the next few years, the detachment participated in
numerous air shows and moved from location to location. Barrett left the Army
to complete a career in the Navy, but the enlisted detachment was soon expanded
to include eight others. These nine men were the nucleus from which America's
enlisted air arm grew. They were the first of a small band of enlisted Airmen
who, during the decade before World War I, shared in the experimental and
halting first steps to establish military aviation as a permanent part of the
Nation's defense. Never numbering more than a few hundred individuals, the
enlisted crews of the Signal Corps' Aeronautical Division provided day-to-day
support for a handful of officer pilots, learned the entirely new skills of
airplane mechanician and later, mechanic, rigger, and fitter met daunting
transportation and logistical challenges, and contributed mightily to the era's
seat-of-the-pants technological advances.
1.2.9. A few enlisted men, against official and
semi-official military prejudice, learned to fly. The majority of enlisted men
were absorbed in the tasks of getting the fragile balloons and even flimsier
planes of the day into the air and keeping them there. Of necessity flexible
and innovative, early crews often had to rebuild aircraft from the ground up
after every crash and, in those early days of flight; crashes were the rule
rather than the exception. Enlisted crews not only repaired the planes, they
labored to make some of the more ill-designed craft airworthy in the first
place.
1.3. The Early Days of the United States
Army Aviation (1907-1917):

Wright brothers at Kitty Hawk
1.3.1. By December 1907, the new Aeronautical
Division of the Signal Corps established specifications for an American
military aircraft. The flying machine had to carry two people (with a combined
weight of 350 pounds or less), and fly for 125 miles at an average speed of 40
miles per hour (mph). The Army received 41 bids, but only one, submitted by the
Wright brothers, produced a flyable aircraft. By September 1908, the Wright
Type A Military Flyer flew for more than an hour at a
maximum altitude of 310 feet, carrying the first military observer, Lieutenant
Frank P. Lahm. A subsequent test on 17 September 1908 resulted in the first
military aviation fatality: Lieutenant Thomas E. Selfridge. On 30 July 1909,
pilot Orville Wright and Lieutenant Benjamin D. Foulois flew from Fort Myer to
Alexandria, Virginia, at an average speed of 42.6 mph. The Army accepted the
plane 2 August 1909 and awarded the Wrights $25,000 and a $5,000 bonus.
1.3.2. The United States Army's early air
operations were not promising. In October 1909, Wilbur Wright trained
Lieutenants Frank P. Lahm and Frederic E. Humphreys to fly; on 26 October, they
were the first Army pilots to fly solo.
By 5 November, they crashed the Army's plane and within weeks were transferred out of aviation. In March 1910, Lieutenant Foulois received orders to become the Signal Corps pilot. Chief of the Signal Corps, Gen James Allen, told him, “Don’t worry. You’ll learn the techniques as you go along...just take plenty of spare parts and teach yourself to fly”.
1.3.3. United States military aviation was falling behind Europe. By the end
of 1911, the French had produced 353 aviators versus 26 American pilots, of
whom only eight were military. By 1913, France and Germany each had spent $22
million on military aviation; Russia spent $12 million; and even Belgium spent
$2 million, compared to just $430,000 for the United States.
1.3.4. Increased appropriations over the ensuing
two years allowed the Army to purchase more aircraft. By October 1912, the
Aeronautical Division had 11 aircraft, 14 flying officers, and 39 enlisted
mechanics. On 28 September 1912, one of these mechanics, Corporal Frank Scott,
became the first enlisted person to die in an accident in a military aircraft.
A crew chief, Scott was flying as a passenger when the aircraft's pilot lost
control and the aircraft dived to earth. Scott Field, now Scott Air Force Base,
in Illinois, was named in his honor. On 5 March 1913, the 1st Aero Squadron
(Provisional) was activated becoming the oldest Air Force squadron.
1.3.5. After years of testing, improvising, and
operating on little more than dedication and a shoestring, Army aviation
finally received official status by the passage of United States House
Resolution 5304 on 18 July 1914. This bill authorized the Signal Corps to
establish an aviation section consisting of 60 officers and 260 enlisted men.
The bill created the military rating of aviation mechanician, which called for
a 50 percent pay increase for enlisted men instructed in the art of flying
while they were on flying status. The number of such personnel was limited to
40, and the law specified that no more than a dozen enlisted men could be
trained as aviators.
1.3.6. America's first aviation combat experience
demonstrated that the air arm was not prepared. After Francisco Pancho Villa's
Mexican forces raided Columbus, New Mexico, in March 1916, President Woodrow
Wilson ordered the 1st Aero Squadron to accompany a force he was organizing to
protect the border and to apprehend Pancho Villa. The squadron, commanded by
Captain Foulois, sought to provide aerial scouting for the ground forces.
Mustering 11 pilot officers, 82 enlisted men, and one civilian mechanic, the
squadron departed from San Antonio with eight Curtiss JN-3 Jennies, ten trucks,
and six motorcycles. On the train, Foulois picked up two enlisted hospital
corpsmen. An officer and 14 enlisted men of the engineering section joined
them. In spite of the 1st Aero Squadron s reconnaissance flights and several
deliveries of mail and dispatches, readily apparent was the squadron's JN type
aeroplane was not powerful enough to operate at the 5,000-foot elevations of
the Casa Grande, and mountain weather, dust, and extreme temperatures wreaked
havoc with Foulois' underpowered, dilapidated Curtis JN-3 Jennies. By 19 April,
only two of the eight planes were in working condition. The rest had fallen
victim to landing accidents and forced landings, and all had suffered from the
heat and sand.
1.3.7. After 11 months of fruitless campaigning,
the so-called Punitive Expedition was recalled in February 1917, and Villa
continued to lead rebels in northern Mexico until 1920. Yet, poorly equipped as
it was the 1st Aero Squadron had acquitted itself admirably. In his final report
on the mission, Major Foulois praised his pilots, who because of poor climbing
characteristics of the aircraft, could not carry sufficient food or even
adequate clothing. Foulois also commended the willingness of his pilots to fly
clearly dangerous aircraft. He did not neglect the enlisted personnel; he
praised them for their dedication and willingness to work day and night to keep
the aircraft flying. If the performance was admirable, the fact remains that
the results of this first demonstration of American air power were deeply
disappointing. Yet Foulois and the others learned valuable lessons about the
realities of aviation under field conditions. Adequate maintenance was
essential, as were plenty of backup aircraft, which could be rotated into service
while other airplanes were removed from the line and repaired. Enlisted and
civilian mechanics faced a myriad of problems; in particular, the laminated
wood propellers pulled apart. In response, the mechanics developed a humidor
facility to maximize the life of the props.
1.3.8. Army brass persisted in discouraging the
training of enlisted men, and if not for officers such as Billy Mitchell and
Hap Arnold, who developed a deep and abiding respect for enlisted personnel in
military aviation, there probably would have been even fewer enlisted aviators
than the law allowed. The Signal Corps authority to train more enlisted men was
largely through the efforts of Mitchell and the National Defense Act of 3 June
1916. When the United States entered World War I, however, there were no more
than a dozen non-officers qualified as pilots.
1.4. The First Air War:
1.4.1. Aircraft and aerial warfare evolved during
the first World War, 1914-1918. Observation, artillery spotting, and
reconnaissance emerged as the airplane's most important war missions. By 1915,
pursuit aircraft were developed to deny the enemy use of the air. After early
attempts to down enemies with handguns, French pilot Roland Garros attached
steel plates to the propeller of his Morane-Saulnier Type L monoplane, enabling
him to fire a machine gun through the propeller arc. He earned wide acclaim as
the war's first ace. When engine trouble forced Garros to land behind enemy
lines on 19 April 1915, the Germans studied his innovation. Dutch-born Anthony Fokker
then created the first true fighter plane, the Fokker Eindecker, using an
interrupter gear to enable a machine gun to fire through the propeller. By the
end of World War I, Airmen had pioneered most of today's aerial missions,
including photographic reconnaissance, close air support for ground troops,
battlefield interdiction, and day and nighttime strategic bombardment. The
German air service inaugurated long-range strategic bombardment as early as
1915 with their massive Zeppelin dirigibles.
1.4.2. Despite the importance of reconnaissance and
artillery spotting, fighter pilots captured the public's imagination.
Newspapers portrayed the daring, skill, and chivalry of the knights of the air.
Following Roland Garros, the French produced such aces as Rene Fonck, with 75
kills, and Georges Guynemer, with 54 aerial victories.
1.4.3. Like the allies, Germany publicized aces' to
foster public support for the war effort. Germany's first ace, Max Immelmann,
developed a revolutionary technique to reverse direction of an aircraft in
flight. The technique still bears his name. Manfred von Richtofen, perhaps the
most famous ace of all, flew a scarlet Fokker triplane, earning him the name,
the Red Baron. Shortly after his 80th victory, Richtofen was shot down and killed
on 21 April 1918.
1.4.4. Not to be outdone by the French and Germans,
Britain exulted in the exploits of fighter pilots. Britain's leading ace, with
73 kills, was Edward Mick Mannock, who was killed by ground fire while aiding a
novice wingman.
1.4.5. As early as 1915, Americans flew in the
European war, both with the French and the British though it was the
American-manned Lafayette Escadrille of France that earned the greatest and
most enduring fame. The French air service established the Escadrille
Americaine for American volunteers on 21 March 1916. Later renamed the Lafayette Escadrille, this squadron flew French Nieuport 17
fighters and provided valuable experience when the United States entered the
war. French-born American Raoul Lufbery shot down 17 German planes before
transferring to the American Air Service, where he commanded the famous Hat in
the Ring 94th Aero Squadron, before his death on 19 May 1918.
1.4.6. A little-acknowledged fact about the
Lafayette Escadrille is the roster of aviators included an enlisted man who was
also an African-American one of the very few enlisted Americans to fly in the
war Corporal Eugene Bullard was the son of a Georgia former slave. As a member
of the French Foreign Legion, he was awarded the Croix de Guerre (one of 15
decorations from the French government) and was wounded four times before the
legion gave him a disability discharge. During his convalescence in Paris, he
bet an American $2,000 that he could learn to fly and become a combat aviator.
Corporal Bullard won the bet by completing training and joining the Lafayette
Escadrille. Styling himself the Black Swallow of Death, he claimed two
victories. Despite his record of daring and dedication, he was grounded at the
request of American officers attached to the escadrille. When the escadrille
pilots were reorganized and incorporated into the American Expeditionary Force,
Bullard was denied the officer's commission accorded to other American
escadrille aviators and to most of the handful of white enlisted men who had
earned their wings in regular United States Army outfits.

Corporal Eugene Bullard

2nd Lt. Frank Luke, Jr.
1.4.7. Of the 767 United States pilots and
481 observers in action in 1918, Capt Edward V. Eddie Rickenbacker and
Lieutenant Frank Luke, Jr., achieved the most fame. Rickenbacker was a renowned
race car driver before the war. Older than most pilots, the 28-year-old became
America's Ace of Aces' with 26 confirmed kills. Frank Luke was the only pilot
awarded the Medal of Honor during the war (Rickenbacker would be awarded one in
1931). Known as the Arizona Balloon Buster, Luke downed 14 German balloons and
four aircraft in 17 days. His spectacular career ended on 29 September 1918
during a solo attack, when he shot down three enemy balloons and two aircraft
before enemy ground fire forced him down. Seriously wounded, he died with a
pistol in his hand.
1.4.8. Enlisted men flew before, during, and
after World War I but their status remained vague. On 22 January 1919, the
commanding officer of the Air Mechanics School at Kelly Field sought to clarify
the situation by asking the Office of Military Aeronautics for a definition of
enlisted aviator and aerial flier. The Kelly commanding officer wanted to know
who exactly was entitled to wear the enlisted aviator insignia on the
upper-right shoulder of his tunic. The reply came on 31 January, you are
advised that although uniform regulations and specifications provide for an
insignia to be worn by enlisted aviators, the grade itself has never been
created and consequently there is no one in the service entitled to wear the
insignia provided for such grade. In other words, enlisted aviators, who had
served as instructors, ferry pilots, test pilots, and mechanical flight-check
pilots, did not exist at least not officially.

Sergeant William C. Ocker

George H. Holmes
1.4.9. Vernon Burge and the handful of World War
I enlisted aviators who immediately followed him were the first of some 3,000
enlisted personnel who would fly between the wars and into the early months of
World War II. The military withheld official flying status from these men until
Congress enacted Public Law 99 in 1941, which provided for training enlisted
aviation students, who were awarded the rating of pilot and warranted as a
staff sergeant. Late in 1942, however, Congress passed the Flight Officer Act
(Public Law 658), which automatically promoted sergeant pilots produced by the
Staff Sergeant Pilot Program to flight officers. Thus, the cockpit was effectively
reserved for the commissioned. One enlisted pilot, Sergeant William C. Ocker,
inspired to fly by watching Vernon Burge, received his commission in January
1917 and commanded a flight school in Pennsylvania. However, before this his
flying skills made Ocker a valuable commodity in the Aviation Section. Known as
the Father of Blind Flight, Ocker flight-tested modified aircraft, served as a
flight instructor, and was hand-picked to scout various parcels for future
airfields near the Potomac River. One of the tracts he selected became Bolling
Field, Washington District of Columbia.
1.4.10. Master Sergeant
George H. Holmes was the last of about 2,500 men who graduated from enlisted
pilot training. He became a pilot in 1921 and was eventually promoted to lieutenant
colonel during World War II. When the war ended, he chose to revert to his
enlisted rank of master sergeant. He was the last enlisted pilot to serve and
retired in 1957.
1.4.11. In addition to the specialized roles
directly associated with flying, Air Service enlisted personnel performed
a wide variety of general support functions in administration, mess, transport,
and the medical corps. Construction personnel, who built the airfields,
hangars, barracks, and other buildings, were often the first enlisted men
stationed at various overseas locations.
1.4.12. World War I Airmen were not combat
soldiers as such, but enlisted men who stood guard and operated base defense.
Given the static nature of the war, there was relatively little danger of a
base being overrun by ground troops. Air attacks, however, happened frequently.
Aerial bombardment and strafing techniques improved later in the war, and
enlisted men received training in the operation of antiaircraft machine guns.
1.4.13. Enlisted personnel also served as
observers for both the aircraft and balloon corps. In this capacity Sergeant
Fred C. Graveline of the 20th Aero Squadron was able to receive the
Distinguished Flying Cross. Graveline served as an observer and aerial gunner
from 30 September to 5 November 1918 on 15 missions in the back seat of a DH-4.
In one 35minute battle in which Graveline remarked he aged 10 years, he helped
drive off nearly two dozen German planes, shooting down two.


1.4.14. While he was not an ace, William Billy
Mitchell emerged as one of the outstanding American air combat commanders of
the war, in essence the first Combined Forces Air Component Commander, as he
directed British, French, and American airpower. Supremely confident about the
efficacy of airpower, Mitchell sometimes clashed with his superiors, including
aviation pioneer General Foulois. Nevertheless, Foulois recognized Mitchell's
leadership and recommended him for the top combat position, Chief of Air
Service, 1st Army. In September 1918, Mitchell massed 1,481 aircraft of
American, French, British, and Italian units to support General Pershing's St.
Mihiel offensive. Mitchell emphasized concentrated, mass attacks to overwhelm
enemy airpower and punish German ground forces. In four days, Allied Airmen
flew 3,300 combat sorties and dropped 75 tons of explosives. Lauded as a
success by General Pershing, Mitchell refined his tactics during the
Meuse-Argonne offensive of 26 September 1918, where 700 American aircraft faced
500 German planes. By 1918, based upon his outstanding performance directing
Air Service combat units over the Ch teau-Thierry area, the St. Mihiel salient,
and the Meuse-Argonne, Mitchell earned the Distinguished Service Cross for
valor and temporary promotion to brigadier general.
1.4.15. By the Armistice of 11 November 1918,
airpower had played an important role in the Allied victory. Although
observation, reconnaissance, and artillery spotting remained the most
significant missions, close air support, interdiction, and strategic
bombardment showed promise. Eclipsing all other roles, the image of the
glamorous fighter ace with his brightly painted aircraft, leather jacket, and
flying scarf captured public attention. The Army Air Service destroyed 781
enemy aircraft and 73 balloons at a cost of 289 American aircraft, 48 balloons,
and 569 battle casualties.
1.4.16. At the end of the war, more than 190,000
men were serving in the Air Service, 74,000 of them overseas with the American
expeditionary force. On the same day, the Air Service halted all inductions of
enlisted recruits and began the process of dissolving its forces. Combat groups
and wings in Europe were disbanded immediately, but squadrons remained intact
to serve initially as the basic demobilization unit structures. Since the Air
Service had no clear idea of the authorized final strength for the postwar
peacetime, it cut loose men in wholesale batches. The Army, in general, and the
air service, in particular, took considerable pains to help discharged enlisted
men find jobs after leaving the service. The Army worked closely with Federal
officials to aid veterans and even allowed some men to remain in the service
temporarily beyond their discharge if they had no prospects for work. Air
service commanding officers provided special letters of recommendation to
former mechanics and technically trained enlisted men in an effort to help them
find employment.
1.4.17. On 20 May 1918, President Woodrow Wilson
issued an Executive Order that transferred Army aviation from under the Signal
Corps control to the Secretary of War. Later that same month, the Army
officially recognized the Bureau of Aircraft Production and the Division of
Military Aeronautics as the Air Service. World War I showed the difficulty of
coordinating air activities under the existing organization, thus the Army
Reorganization Act of 1920 made the Air Service an official combat arm of the
Army.
1.5. Controversy and Records, 1920s
Airpower:
1.5.1. Budget cutbacks reduced the 1918 Air
Service from 190,000 men to fewer than 20,000. Likewise, the $460 million
allocated for military aviation in 1919 fell to $25 million in 1920. Even worse
from a technology viewpoint, Congress demanded that new military aircraft use
the surplus Liberty engines produced during the World War I buildup.
Consequently, First World War vintage Curtiss Jennies and Liberty DH-4 bombers
remained in service until the 1930s, despite technological advances in airframe
and engine design.
1.5.2. As far back as 1919, while Congress
debated the size of the postwar establishment, the Air Service mounted shows
for all occasions. Scarcely a county fair or patriotic gathering within flying
distance of a military airfield operated without an aerial demonstration.
Enlisted mechanics might lecture on how to repair the Liberty engine, while
pilots flew acrobatics overhead. The traveling air shows, known as circuses,
coincided with Victory Loan rallies and in later years provided entertainment
at Armistice Day or Washington's Birthday celebrations. Enlisted pilots also
took part in air shows, including a trio of intrepid flying sergeants who in
1923 put together an act that involved flying a tight V formation while their
planes were tied together with cords. Other enlisted pilots offered more
routine skills, such as dropping demonstration smoke bombs.

1.5.3. A concerted effort to achieve records in
speed, altitude, endurance, and other areas helped spur aviation advances in
the 1920s. In September 1922, Lieutenant James Jimmy Doolittle became the first
man to fly across the United States in less than a day. Seven months later,
Lieutenants Oakley Kelley and John Macready flew a Fokker T-2 on the first
nonstop transcontinental flight. On 6 April 1924, a team of Army pilots
departed Seattle in four Douglas World Cruisers, christened the Chicago, Boston, Seattle,
and New Orleans, in an effort to fly around the world.
Although the Seattle and Boston were
lost to a mountain crash and engine failure, respectively, the remaining
aircraft completed the circuit 175 days later. In 1925, Jimmy Doolittle
achieved further fame by winning the Schneider Trophy, an over water seaplane
race, and established a world seaplane record at 245.71 miles per hour.
Although less publicized, Doolittle also played a major role in designing and
testing instruments for all weather flying, including an altimeter, gyro,
artificial horizon, and radio navigation aids. On 24 September 1929, Doolittle
was the first pilot to take off, fly a set course, and land using instruments alone.
1.5.4. Air activities through the mid-1920s were
relatively limited and generally focused on establishing records, testing
equipment, and garnering headlines. Master electrician Jack Harding and
Sergeant First Class Jerry Dobias served aboard a Martin bomber that flew
around the rim of the country, starting at Bolling Field on 24 July 1919.
Totaling 100 flights and 9,823 miles, Dobias kept the effort from ending almost
before it began. Almost immediately after taking off from Bolling, he crawled
out on the aircraft's left wing, without a parachute, to repair a leaky engine.
In 1920, the Air Corps flew a round-trip flight of four DH-4Bs from Mitchell
Field on Long Island to Nome, Alaska. The flight took three months and covered
9,000 miles and the safety record was largely attributable to Master Sergeant
Albert Vierra.

1.5.5. Toward the end of the decade, Airmen were
ready to demonstrate even more impressive records. New Year's Day 1929, a team
of Airmen destined for fame took off in a Fokker C-2 featuring a large question
mark on the fuselage. The question was simple: how long could they stay in the
air? Using a crude air refueling technique pioneered in 1923, Major Carl Tooey
Spaatz, Capt Ira Eaker, Lieutenant Harry Halverson, Lieutenant Elwood Pete
Quesada, and Staff Sergeant Roy Hooe flew the Question Mark 150
hours and 40 minutes, taking on 5,600 gallons of hand-pumped fuel during 37
air-to air refuelings, to travel 11,000 miles. This endurance test proved the
unlimited range available with air refueling. The quest for world records in
the 1920s honed the skills of Airmen, advanced aviation technology, and kept
military aviation in the limelight.
1.5.6. An important group of demonstrations
during the 1920s was more closely related to the airplane as an advanced weapon
of war. As early as the beginning of the decade, Brigadier General Mitchell was
convinced of airpower's potential as the primary component of national defense
and a war-winning weapon and aggressively promoted his cause to create an
independent Air Force. Hoping to make this the nation's first line of defense,
he challenged the United States Navy, arguing that bombers rendered battleships
obsolete. Reluctantly, the Navy agreed to allow Mitchell to test his Martin
MB-2 bombers against some captured German ships. Mitchell's Airmen sank the
27,000-ton battleship, Ostfriesland on 21 July 1921.
Despite the four-layer armored hull and watertight compartments, the battleship
eventually disappeared into the water. Although Mitchell failed to convince the
War or Navy departments, the bombing tests spurred carrier-based aviation
development.

Aerial view of the Ostfriesland
1.5.7. Despite previous air service successes,
the Navy remained unconvinced about their vulnerability from the air. Officials
eventually turned over two World War I battleships, the USS New
Jersey (BB-16) and the USS Virginia, for
further testing. A young bombardier, Sergeant Ulysses Sam Nero, earned a slot
among the 12 aircrews selected by General Mitchell to try to sink the
battleships.

1.5.8. On 5 September 1923, 11 aircraft reached
the targets just off the North Carolina coast the 12th returned to base because
of engine trouble. Ten of the aircraft dropped their ordnance far from the New Jersey. Nero, using different tactics than General
Mitchell instructed, scored two hits. General Mitchell disqualified Nero and
his pilot from further competition but reconsidered when the remainder of the
crews failed to hit the Virginia until they dropped
down to 1,500 feet.
1.5.9. Nero and the Martin-Curtiss NBS-1 pilot
approached the New Jersey at 85 miles per hour at an
altitude of 6,900 feet, from about 15 degrees off the port beam. Using an open
wire site, Nero dropped his first 600-pound bomb right down the ship's
smokestack. A delayed explosion lent suspense to the result, but a billowing
black cloud signaled the New Jersey s demise, which
went down in just over three minutes. Having one bomb left and no New Jersey to drop it on, Nero's aircraft proceeded to the
floundering Virginia, where Nero proceeded to
administer the coup de grace on the stricken craft
his bomb landed directly on the Virginia s deck.
General Mitchell promoted Nero during the next cycle.
1.5.10. Frustrated by what he perceived as a lack
of progress, Mitchell's public statements were increasingly incendiary. When
the Navy airship Shenandoah crashed on 5 September
1925, Mitchell issued a press release charging the Department of the Navy and
the War Department with incompetency, criminal negligence, and almost
treasonable administration of our national defense. During the ensuing court
martial, Mitchell attempted to transform the trial into a public hearing on airpower.
Found guilty of conduct of a nature to bring discredit upon the military
service, the court sentenced Mitchell to a five-year suspension from the
service without pay. On 1 February 1926, Mitchell resigned from the Air Service
to continue the fight for an independent air force. Until his death in 1936,
Mitchell fought tenaciously for his vision. He placed his indelible stamp on
United States air combat practice and doctrine with his emphasis on massed
forces and offensive operations.
1.5.11. Mitchell s efforts produced some success
for the fledgling Air Corps. The Air Corps Act of 1926 greatly improved the
status of aviation within the Army. This transformed the Air Service into the
Air Corps, provided representation on the General Staff, added an Assistant
Secretary of War for Air, and promised expansion to a force of 1,650 officers,
15,000 enlisted men, and 1,800 serviceable aircraft within five years. However,
funding never matched the goal established.
1.6. Air Corps Tactical School and
the Rise of the Bomber (1930s Air Corps):
1.6.1. Although technological advances continued
into the 1930s, the Great Depression dominated the decade. The technological
promise of all-metal construction, monoplane design, and advanced power plants
met the harsh realities of a shoe-string budget caused by reduced tax revenues
and economic malaise. Toward the latter half of the decade, powerful
totalitarian states, including Fascist Italy, Nazi Germany, Nationalist Japan,
and the Communist Union of Soviet Socialist Republics, threatened western
democracies, but powerful isolationist sentiment limited the United States
military response.
1.6.2. Within the Air Corps, leading Airmen
emphasized doctrinal development through the Air Corps Tactical School.
Doctrine, the concepts that are the basis of how to fight, provided ideas for
technological requirements, aircraft procurement, strategy, and tactics. The
Air Corps Tactical School served as the military aviation doctrine center from
their founding in 1920 as the Air Service Field Officer School, Langley Field,
Virginia. In 1922, the school was renamed the Air Service Tactical School
before becoming the Air Corps Tactical School in 1926. Even before the Air
Corps Tactical School moved to Maxwell Field, Alabama, in 1931, the school
attracted the best and brightest Airmen to their faculty, including Harold L.
George, Kenneth Walker, Donald Wilson, George C. Kenney, Haywood S. Hansell,
and Muir S. Fairchild. Influenced by Billy Mitchell, Italy's Giulio Douhet, and
Britain's Hugh Trenchard, the Air Corps Tactical School faculty emphasized
long-range strategic bombardment.
1.6.3. According to Air Corps Tactical School
lectures, massed bombers would penetrate enemy defenses, bypass field armies
and navies, and strike enemy vital centers' whose destruction would collapse
the enemy's economy. Proper target selection would destroy an enemy's
capability and will to fight. In an era before radar, airpower theorists
believed effective air defense would be impossible. They looked to high altitude,
speed, and internal armament for defense. These ideas ultimately led United
States Airmen to emphasize the high altitude precision daylight bombardment
that characterized much of the air operations during the Second World War.
1.6.4. During the interwar period, aircraft
mechanics received formal technical training at Chanute Field, Illinois, at
what became the Air Corps Technical School in 1926. Perhaps the key to the
success of the technical school was the air service system of trade testing.
While other branches of the Army returned to the apprentice system of
assignment and training, the Army Air Corps continued to use and develop a
combination of the Army Alpha Test, aptitude tests, and counseling. Enlisted
men who wanted to apply for technical training had to qualify as high school
graduates or the equivalent and pass a mathematics proficiency test in addition
to the alpha test. Finally, a trade test specialist familiar with the actual
work personally interviewed each enlisted man.
1.6.5. Classes at the technical school started in
the fall and usually continued until the following spring. Students had to pay
their own transportation to Illinois and, during some periods, lived in
relatively crude conditions. Still, the training grew in popularity, and by
1938; the technical school had outgrown Chanute, with new branches opening at
Lowry Field near Denver, Colorado, and at Scott Field in downstate Illinois.
1.6.6. Enlisted men participated in a range of
experimental work, including altitude flights, blind flying, aerial
photography, and cosmic ray research and the development of the parachute.
Whether they were selected as guinea pigs or because they were just interested,
enlisted men served as the first to try out new parachute designs, and they
eventually took over most of the testing and training. The most prominent
enlisted parachutist was Sergeant Ralph Bottriell who tested the first
backpack-style, freefall parachute on 19 May 1919. Bottriell eventually became
chief parachute instructor at Kelly Field, Texas, and earned the Distinguished
Flying Cross in 1933 for service as an experimental parachute tester.

Sergeant Ralph W. Bottriell
1.6.7. Coinciding with Air Corps Tactical School
doctrine, the American aviation industry introduced a series of advanced
bombers that encouraged airpower advocates. In 1931, the Boeing Airplane
Company introduced the B-9, an all-metal, stressed-skin bomber with retractable
landing gear capable of 188 mph. A few months later, the Martin B-10 overshadowed
the open-cockpit B-9. The B-10 also featured an all metal, monoplane design
with retractable landing gear, enclosed cockpit, a glazed gun turret, variable
pitch propellers, wing flaps, and an internal bomb bay with power-driven doors.
On 19 July 1934, Colonel Henry H. Hap Arnold led a squadron of B-10s from
Washington, District of Columbia, to Anchorage, Alaska, covering 4,000 miles in
25 flying hours. Bomber theorists saw this exploit as a validation of their
ideas.
1.6.8. In February 1934, a crisis arose that
tested both the leadership and the flying skills of the Air Corps when
President Franklin D. Roosevelt cancelled airmail contracts with civilian
airlines. Without a thorough analysis of Air Corps capabilities, General
Foulois asserted that the Air Corps would pick up the slack until contracts
were renewed. However, the Air Corps underestimated the challenge posed. Army
Airmen attempted to fly mail routes in open-cockpit planes with primitive
instruments in one of the worst winters recorded. In three months, the Air
Corps lost 66 aircraft and suffered 18 fatalities. The airmail fiasco forced
Foulois to resign and led to a Congressional investigation known as the Baker
Board.
1.6.9. The Baker Board scrutinized Air Corps
operations and recommended the creation of a single command for all combat
aircraft, known as General Headquarters Air Force. Brig Gen Frank Andrews
assumed command 1 March 1935. Airmen applauded the action as a means to
consolidate command, centralize doctrine, and integrate training. The initial
cadre included 17 combat units: three wings, ten groups, and four squadrons.
Today's Air Combat Command traces their heritage to General Headquarters Air
Force. Among other measures, the General Headquarters Air Force called for a
bomber capable of carrying a 2,000-pound payload for 1,020 miles, at a speed of
200 mph. The Martin and Douglas companies advanced designs, but the Boeing's
Model 299 was what excited the General Headquarters Air Force staff. In August
1935, the four-engine aircraft flew 2,100 miles nonstop from Seattle,
Washington, to Dayton, Ohio, averaging 232 mph. The B-17 Flying Fortress,
paired with the Norden bombsight, revolutionized bombardment and promised to
validate Air Corps Tactical School theories.
Section 1C General
Headquarters, Air Corps Prepares for War, and Airpower in World War II

1.7. General Headquarters Air Force (1935-1939):
1.7.1. The resulting reorganization established a
General Headquarters Air Force (a measure that set up a tactical air force
under the direct control of the Army General Headquarters but left the
day-to-day organization of the Air Corps mostly intact a confusing half-step toward
an independent air force) and recognized that technological advances in
aircraft would eventually make air power a significant military force apart
from its early role of solely supporting ground troops. The appearance of the
B-17 bomber and the threat of global war ushered in an era of greater
expenditure, manpower expansion, and more specialized and more sophisticated
training.
1.7.2. The General Headquarters Air Force resumed
the practice of sending demonstration teams to fairs and expositions and expanded
the scope and scale of publicity flights to include large gestures such as
goodwill missions to South America. These expeditions also provided
opportunities to test the new long-range big bombers. In February 1938, the air
force flew six B-17s with full crews, including enlisted men, to Buenos Aires
to mark the inauguration of the new Argentine president.
1.7.3 Even before the actual outbreak of
hostilities in Europe in the fall of 1939, the General Headquarters Air Force
had begun the massive expansion program that would blossom during the following
years into the largest air organization in the Nation's history. In 1939,
President Franklin Delano Roosevelt asked for an appropriation of $300 million
for military aviation. The Air Corps planned for 24 operational combat-ready
groups by 1941, which called for greatly enhanced manpower, training, and
equipment.
1.8. The Air Corps Prepares for War.
In 1938, when the United States first took
seriously the signs of war in Europe, the army's air arm was still split into
two cumbersome command organizations, the Army Air Corps and General
Headquarters Air Force. The total force included less than 20,000 enlisted
Airmen. In 1940, Congress passed the first peacetime conscription law in United
States history. By March 1944 when the air force manpower reached their high
point, 2,104,405 enlisted men and women were serving in a virtually independent
branch of the armed services. Moreover, they operated a sophisticated machine
of air war that covered nearly the entire globe.
1.9. Airpower in World War II: The
European Theater:
1.9.1. If the First World War signaled airpower's
promise, the Second World War fulfilled the vision. In every aspect of aerial
combat, airpower served as a force multiplier and a vital component of the
joint, combined arms campaign. Air superiority proved a prerequisite for
successful land, sea, or air operations.
1.9.2. On 1 September 1939, Adolf Hitler launched
a massive assault on Poland that opened the greatest war in history and spawned
the term Blitzkrieg, or lightning war. The German Air Force (Luftwaffe)
employed Messerschmitt Me109 fighters to gain air superiority; Heinkel He-111
and Dornier Do-17 twin-engined bombers to pound Poland's capital, Warsaw; and
Junkers Ju-87 Stuka dive bombers to attack Polish
ground forces and terrorize refugees. Commanded by Hermann G ring, the Luftwaffe emphasized speed and concentration of forces to
crush the enemy.
1.9.3. In April 1940, German forces surprised
neutral Denmark and Norway, where Luftwaffe aircraft
inflicted significant damage to Britain's Royal Navy, protected inferior German
naval forces, and airlifted German troops to Norwegian airfields. In May,
Hitler's forces invaded the Netherlands and Belgium. The speed of the German
advance and the ruthlessness of the bombing of Rotterdam shocked the West.
German paratroopers and glider forces surprised Belgium's famed Eban Emael
fortress, considered the strongest in Europe. When German forces attacked
France, the Luftwaffe gained air superiority, masked
the movement of German panzers through the Ardennes forest, and hindered Allied
attempts to rally.
1.9.4. Following the defeat of France in June
1940, the victorious Luftwaffe faced Britain's Royal
Air Force in the Battle of Britain, the first all-air campaign in history. On
paper, the Luftwaffe appeared to have a decisive
edge, with 1,232 medium bombers, 406 dive bombers, 813 single-engine fighters,
282 twin-engine fighters, and 50 long-range reconnaissance aircraft manned by
experienced crews. Opposing them, Air Marshal Sir Hugh Dowding s Fighter
Command assembled 704 operational aircraft, including roughly 400 Hawker
Hurricanes, suited for attacking bombers, and 200 Supermarine Spitfires, a
fighter equal to German Messerschmitts.
1.9.5. Despite the apparent mismatch, the German
Air Force suffered from serious weaknesses. Substantial losses had eroded Luftwaffe strength; in particular, the forces in France badly
needed rest and refitting. Equally significant, German training, equipment, and
experience proved ill-suited for a long-range strategic air campaign. Although
the Me-109 was a superb fighter, the short range limited the Me-109 combat time
and tactical flexibility over England. The long-range Me-110 proved hopelessly
outclassed by Royal Air Force Spitfires and Hurricanes. On the other hand,
Dowding's Fighter Command had been preparing for a German onslaught since 1937.
Using Sir Robert Watson-Watt s innovation, radar, the British created an
effective, integrated air defense system. Dowding also exploited a breakthrough
in code breaking with the use of the Enigma machine. Any information gained
from Enigma was top secret and known as ULTRA. This gave British intelligence
forewarning of major attacks and invaluable insight on the status of German maintenance
and logistics.
1.9.6. Plagued by poor intelligence, G ring and
other Luftwaffe leaders miscalculated, leading to a
battle of attrition won by the Royal Air Force. Failing to appreciate the value
of British radar stations, the Germans first attacked Royal Air Force airfields
and then after the Royal Air Force bombed Berlin 24 August, switched to a terror bombing
campaign against London. Against German losses of 1,733 aircraft, the Royal Air
Force lost 915 planes. By 15 September 1940, Hitler abandoned his planned
invasion of Britain. In tribute to the Royal Air Force Fighter Command, Prime
Minister Winston Churchill stated, Never in the field of human conflict was so
much owed by so many to so few.

1.9.7. The fall of France in June 1940 galvanized
President Franklin Roosevelt's resolve to fight Nazi tyranny. Knowing the
isolationist sentiment of many Americans, Roosevelt turned to airpower as a
major weapon. The President called for American industry to build 50,000
military aircraft. Considering that in 1939, the United States Army Air Corps
numbered roughly 1,800 aircraft and 18,000 men, this figure stunned air leaders
and industrialists alike. American industry proved equal to the task, but
aeronautical designs, blueprints, tools, dies, air frames, and engines, not to
mention factories, skilled workers, and the countless other components of an
aviation industry required time to develop. Air logisticians such as Major
General Oliver P. Echols began the most massive aircraft procurement program in
history. Until December 1940, the United States built aircraft at a rate of
only 800 per month. By 1942, American factories produced 47,800 aircraft, and
by 1944, an astronomical 96,300 planes. American industrial production emerged
as a key to Allied victory.
1.9.8. To manage growing American airpower, a
major reorganization created the United States Army Air Forces. General Henry
Hap Arnold was appointed Commanding General of the United States Army Air
Forces and Deputy Chief of Staff, Air Force to General George C. Marshall. In
August 1941, a group of ex-Air Corps Tactical School instructors created a
doctrinal blueprint, Air War Planning Document 1, for the conduct of a
strategic air campaign against the Axis. Led by Lieutenant Colonel Harold Hal
George, Major Lawrence Kuter, Major Kenneth Walker, and Captain Haywood Possum
Hansell, the team created the conceptual framework for the American air effort
in World War II. Reflecting 1930s Air Corps Tactical School doctrine of using
massive force to destroy the enemy's will and capability to fight through
long-range strategic bombardment, Air War Planning Document 1 called for 239
combat groups; 26,416 combat aircraft, including 7,500 heavy bombers; 37,051
training planes; 150,000 trained aircrews; and 2.2 million personnel.
1.9.9. On 7 December 1941, a date which will live
in infamy, Imperial Japan dealt a devastating blow to the United States Pacific
Fleet at Pearl Harbor. Two waves of 350 Japanese aircraft sank or heavily
damaged all eight United States battleships. Concerned over the prospect of
sabotage, the United States Army ground commander ordered United States Army
Air Forces aircraft parked in tight rows that made prime targets for Japanese
aviators. To make matters worse, a few hours later, Japanese forces caught
United States aircraft on the ground refueling in the Philippines and destroyed B-17s and assorted fighters. On 8 December, the
United States declared war on Japan; three days later, Germany and Italy were
at war with the United States as allies of Japan. Despite the fact the attack
on Pearl Harbor was what formally brought the United States into the war, the
war in Europe and the defeat of Germany would take precedence.
1.9.10. As America entered the war, the Royal Air
Force tried to persuade the United States Army Air Forces to switch to night
operations, like those of Royal Air Force Bomber Command. Under Air Marshal Sir
Arthur Harris, Royal Air Force bombing doctrine embraced night area bombing of
German cities to displace German workers. To United States Army Air Forces
leaders, night bombing was ineffective, inefficient, and indiscriminate with
regard to civilian casualties. After tough negotiations, the Casablanca
Directive of January 1943 inaugurated the Combined Bomber Offensive, codenamed
Operation POINTBLANK, combining American precision daylight bombing and British
night area bombing.
1.9.11. In February 1942, Brig Gen Ira C. Eaker
established the VIII Bomber Command, flying from bases in England in
preparation for the United States Army Air Forces buildup. General Spaatz
assumed command of the Mighty Eighth in June 1942. On 17 August 1942, a dozen
B-17Es from the 97th Bomb Group conducted the first American operational
bombing mission. The strike against a railroad marshalling yard in Rouen,
France, barely penetrated the German defenses, but the mission and a series of
others known as the Freshman Raids' showed promise for American daylight
bombardment.

1.9.12. Three disastrous missions in the late
summer and fall of 1943 illustrated United States Army Air Forces theory flaws.
Eager to strike Hitler's oil supply, 177 B-24 Liberators based in North Africa
attacked oil refineries at Ploesti, Romania, on 1 August 1943. Ploesti was one
of the most heavily defended targets in Europe, so success depended on a
2,700-mile flight (much at low-level to avoid radar detection), accurate
open-water navigation, good weather, and surprise. But a combination of bad
weather, human error, and bad luck scattered the bomber formations and resulted
in a nightmare for surviving crews. As the careful plan imploded, bombers
improvised striking targets of opportunity in the face of determined fighter
opposition and hundreds of anti-aircraft guns. The attacking force lost 54
B-24s; 41 in combat. Of the 177 aircraft, only 30 emerged unscathed. Although
the strike reduced oil-refining capacity by 40 percent, within a few days a new
facility opened, negating the damage.
1.9.13. After finally assembling enough trained
crews to strike deep into Germany, Eighth Air Force planners targeted German
ball bearing factories in an effort to destroy a vital center in the enemy's
industrial web. They devised an ambitious double raid upon the Messerschmitt
aircraft factory at Regensburg and the top-priority Schweinfurt ball bearing
plants. The plan called for a wave of the 3d Air Division to fight through
German fighters, hit Regensburg, and proceed to North Africa to land, followed
30 minutes later by a second bomber wave that would strike Schweinfurt as
German fighters on the ground rearmed and refueled.
1.9.14. On 17 August 1943, General LeMay's 3d Air Division launched the first wave. Thick fog
delayed the second wave and prevented fighter escorts from taking off. When the
fog lifted, almost the entire German fighter force pounced upon the ill-fated
1st Air Division. The Eighth Air Force staggered under the loss of 60 out of
361 B-17s and 600 trained aircrew members, more casualties in a day than during
the previous six months. To make matters worse, the Schweinfurt ball bearing
plants required reattack.
1.9.15. Known as Black Thursday, the 14 October
1943 mission against Schweinfurt effectively ended the United States Army Air
Forces unescorted bombing campaign. Determined to destroy the top priority
target, General Eaker ordered 291 B-17s to run the gauntlet of German fighters.
This time, bombing accuracy improved significantly and the mission severely
damaged the factories, but another 60 bombers were shot down; seven were
destroyed upon landing in England, and 138 B-17s suffered battle damage.
1.9.16. While warplanners devoted the bulk of
American airpower to daylight strategic bombing, in October 1943, heavily
modified, mission-unique bombers from the Special Flight Section, 5th
Bombardment Wing, Twelfth Air Force, along with England-based 801st Bombardment
Group Carpetbaggers, provided clandestine support for allied partisans and
guerilla units in occupied territories, rescuing hundreds of downed aircrews
trapped behind enemy lines.
1.9.17. Some technological and production
breakthroughs reversed the course of the air war over the winter of 19431944.
During the initial campaigns, effective long-range escort fighters appeared to
be technically impossible. In order to carry the fuel necessary for long-range
flight, fighters required at least twin engines, but the increased size
sacrificed speed and maneuverability. The long-range Lockheed P-38 Lightning
offered a partial solution, but the P-38's performance lagged at high
altitudes. In mid-1943, the United States Army Air Forces introduced 75-gallon,
and later 108-gallon, drop tanks that extended the combat radius of the
Republic P-47 Thunderbolt fighter from 175 miles to 280 miles and 325 miles,
respectively. The P-47's extended range proved an important step, but only a
partial answer to the escort problem.
1.9.18. The North American Aviation P-51 Mustang
revolutionized the air war over Europe. Designed in only 100 days during the
spring of 1940, the Mustang was to supplement the Royal Air Force's Spitfire.
The initial Allison engine for the P-51 proved inadequate; but when the
Spitfire's Rolls-Royce Merlin engine replaced the original power plant, the
results stunned aviators. At 440 mph, the P-51B was faster and could out turn
and out dive the latest models of Me-109 and the new Focke-Wulf FW-190. With a
basic range of 500 miles, augmentable to 850 miles, the Mustang flew farther
than a B-17 with normal payload. Introduced in December 1943, the P-51 had to
wait until late February 1944 before weather permitted full flight operations
and was a technological marvel: a plane with a bomber's range and a fighter's
performance.
1.9.19. The P-47 and P-51 team seized the air
superiority from theLuftwaffe in the spring of 1944.
Complementing the technological improvements, Allied factories poured out large
numbers of new aircraft and stateside training bases produced well-trained air
crews. At the helm of the VIII Fighter Command, Brigadier General William E.
Kepner maximized his advantage by introducing new tactics. Fighters would no
longer be required to stick to the bombers. Numerical superiority permitted
fighter sweeps and aggressive scouting; superior range allowed fighters to
strafe German airfields and attack targets of opportunity.
1.9.20. Armed with new aircraft, tactics, and
superior numbers, Spaatz, Doolittle, and Kepner launched Operation ARGUMENT
with the objective of winning air superiority and crippling Germany's aircraft
industry. Between 20 and 25 February 1944, the 8th Air Force flew 3,300 heavy
bomber sorties; the Fifteenth Air Force added 500 missions from Italy; and
Royal Air Force Bomber Command flew 2,750 night attacks aimed at German
aircraft manufacturing plants. Protecting them involved nearly 4,000 fighter
sorties. At a cost of 226 American bombers, 114 British heavies, and 41 United
States Army Air Forces fighters, Operation ARGUMENT destroyed 355 Luftwaffe fighters, damaged 155 fighters, and killed 400
fighter pilots. Although the Luftwaffe replaced its
aircraft, it could not replace the 2,262 experienced pilots killed in the five
months preceding D-Day, the invasion of Normandy.


1.9.21. By 6 June 1944, Allied air forces
dominated the skies of Europe. On the first day of the invasion, the Allies
directed 8,722 United States Army Air Forces and 5,676 Royal Air Force sorties
against German defenses in France. In response, the once vaunted Luftwaffe could launch fewer than 100 sorties and only two
German aircraft inflicted damage on the invasion beaches. Allied bombers and
fighters trumped the German integrated air defense network.
1.9.22. After the Normandy invasion, the Combined
Bomber Offensive devastated Germany. Approximately 75 percent of the 1.5
million tons of bombs dropped were after June 1944. In contrast to the horrific
losses experienced at Schweinfurt, Regensburg, and Ploesti in 1943, American
losses fell to acceptable rates. By 1945, some raids reported negligible
losses: one bomber lost out of 1,094 sent to Kassel, five out of 1,310 at
ChemnitzMagdeburg, and zero losses out of 1,219 at Nuremburg. At its peak, the
United States Army Air Forces and Royal Air Force massed 7,904 heavy bombers in
the theater and 28,000 combat planes total. By 16 April 1945, General Spaatz
declared the strategic air war against Germany ended since all significant
targets were considered destroyed.
1.9.23. From 1942 to 1945, the Combined Bomber
Offensive was the longest, bloodiest, air campaign in history. According to the
United States Strategic Bombing Survey, the Allies flew 1.69 million combat
sorties and dropped 1.5 million tons of bombs, killing and wounding more than a
million Germans, and destroying 3.6 million buildings: 20 percent of the
nation's total. Airpower emerged as a dominant weapon in Western Europe during
World War II.

1.9.24. Enlisted personnel served with honor
throughout World War II. For example, a raid against the last operational Nazi
oil refinery on 15 March 1945 was successful, but cost the life of one of the
enlisted force's most decorated Airmen. Sergeant Sandy Sanchez flew 44 missions
as a gunner with the 95th Bomb Group, 19 more than required to complete his
tour. After returning home for a brief period, rather than accept an assignment
as a gunnery instructor, he returned to Europe. Flying with the 353d
Bombardment Squadron in Italy, Sanchez s aircraft was hit by ground fire. Nine
of the 10-member crew bailed out successfully, but Sanchez never made it from
the stricken aircraft. Sanchez was the only enlisted airman to have a B-17
named for him.
1.9.25. At the age of 20, on a mission to bomb
the oil refineries outside Vienna, Technical Sergeant Paul Airey and his fellow
crewmen were shot down on their 28th mission. He was held as a prisoner of war
for 10 months, surviving a 90-day march from the Baltic Sea to Berlin before
being liberated by the British Army in 1945. Promoted to Chief Master Sergeant
in 1962, Airey became the first Chief Master Sergeant of the Air Force in 1967.
In 1988, he received the first Air Force prisoner of war
medal.
Section 1D Tuskegee
Airmen, Air War in the Pacific, Air Force Independence, Cold War, and Cuban
Missile Crisis
1.10. The Tuskegee Airmen:
1.10.1. In 1941, President Franklin D. Roosevelt
directed the Army Air Corps to accept black Americans into aviation cadet
training. The Air Corps, like all other components of the United States Armed
Forces, decided to segregate black aviators into all-black squadrons. By the
end of World War II, nearly a thousand black Americans had earned their wings
as Army flyers. Fired by a determination to prove their patriotism, valor, and
skill in combat, these black aviators, forever called the Tuskegee Airmen,
struck a significant blow against racism in America.


1.10.2. The first Tuskegee Airmen to fight were
members of the 99th Fighter Squadron, a unit commanded by black West Point
graduate and future Air Force general officer, Colonel Benjamin O. Davis, Jr.
On 27 January 1944, over Anzio, pilots from the 99th Fighter Squadron, flying
obsolete P-40s, downed nine superior Focke-Wulf 190s. As the 99th Fighter
Squadron continued scoring kills, the 332d Fighter Group, another unit manned
by Tuskegee Airmen, arrived in Italy with obsolete P-39 ground-attack fighters.
In the spring of 1944, these segregated units transitioned to P-47 Thunderbolts
and to P-51 Mustangs a month later, when they began flying bomber escort
missions.
1.10.3. The 332d Fighter Group flew escort missions from 9 June 1944 until
the German surrender in the spring of 1945. By a large margin, the Tuskegee
Airmen destroyed more aircraft than they lost. They shot down 111 enemy
aircraft in air-to-air combat, losing 66 of their own aircraft to all causes,
including seven shot down. A tribute to their skill, courage, and
determination, the Tuskegee Airmen amassed a distinguished combat record on 200
escort missions into Germany.
1.10.4. While the 332d Fighter Group fought in
Europe, the segregated 477th Bomb Group, manned by Tuskegee Airmen, was
activated in 1944, at Selfridge Field, Michigan. Their ability to prepare for
war was hampered by frequent relocations and segregation-imposed training
barriers. Nevertheless,
the Tuskegee Airmen struck a significant blow to the poison of racism in
America, fighting bigotry by their actions in the skies over North Africa, the
Mediterranean, Sicily, Italy, Austria, Yugoslavia, France, Romania, and
Germany. With their record, they dispelled myths, opened eyes, rewrote history,
and prepared the United States Air Force to be the first armed service to
integrate racially.
1.11. Air War in the Pacific:
Flying Tiger P-40

1.11.1. America's first combat experience in the
Pacific Theater of World War II occurred before the declaration of war. In
early 1941, former Air Corps Tactical School instructor Claire Lee Chennault
organized the American volunteer group, known as the Flying Tigers, to aid
Nationalist China against Japanese invaders. Famous for shark mouths painted on
their Curtis P-40 Warhawks, the Flying Tigers amassed an impressive 286
confirmed victories, losing only 12 pilots, before being disbanded in July 1942.
1.11.2. The Japanese forces appeared invincible
during the first six months of conflict, and America needed a strong offensive
strike against the Japanese to boost sagging morale. On 18 April 1942,
Lieutenant Colonel James Jimmy Doolittle led 16 North American B-25 Mitchell
medium bombers, launching from the carrier USS Hornet, in
a bombing raid on various targets in Tokyo, Kobe, and Nagoya. The Doolittle
Raid inflicted little damage, but the gesture shocked Japanese military leaders
and cheered the American public. Upon his return to the United States in May
1942, Doolittle received the Medal of Honor and promotion to brigadier general.
1.11.3. Not many fliers have had a popular song
written about them, but an exception was a soft-spoken United States Army Air
Force enlisted man, John D. Foley. Although he never received aerial gunnery
training, he volunteered as a gunner and was assigned to a B-26 crew. On his
first mission, Foley shot down at least one Japanese enemy aircraft. Other 19th
Bomb Squadron members confirmed his victory and he was nicknamed Johnny Zero by
a war correspondent. Corporal Foley became a hero and the subject of a popular
song, Johnny Got a Zero. Commercial firms capitalized on his fame and produced
such items as Johnny Zero watches and boots. During his 31 other Pacific combat
missions, Foley shared in the destruction of at least six more enemy aircraft
and survived three crashes. Malaria forced his return to the United States in
1943 where he toured factories promoting war production. He volunteered to fly
again and completed 31 missions over Europe. He returned to the United States
again and was preparing for a third overseas tour when World War II ended. But
before the war ended, Foley became an Army Air Force legend by being decorated
a total of eight times for heroism including personal recognition by Generals
MacArthur, Eisenhower, and Doolittle.
1.11.4. Naval aviation played a vital role in the
Pacific War. Under the leadership of Admirals Chester Nimitz, Frank Jack
Fletcher, Raymond Spruance, and William Bull Halsey, United States
carrier-based aviation proved the value of airpower at sea. The Battle of Coral
Sea, fought 4-8 May 1942, marked the first naval battle fought entirely by air.
At the Battle of Midway, 4 June 1942, United States Navy pilots sank four
Japanese carriers and turned the tide of the war in the Pacific.
1.11.5. The primary United States Army Air Forces
contribution to the Pacific counterattack was made by the Fifth Air Force,
attached to the Southwest Pacific Theater under General Douglas MacArthur's
command. While Admiral Nimitz carrier task forces struck from the Central
Pacific, MacArthur's command thrust across New Guinea toward the Philippines.
Because of the Europe First strategy, Fifth Air Force flew second string
aircraft out of primitive bases, struggling to overcome its low resource
priority level and a 10,000 mile supply chain.
1.11.6. In July 1942, Major General George C.
Kenney assumed command of the Fifth Air Force. Kenney maximized the
resource-poor command's combat power. In a theater where range dominated
employment decisions, Kenney used the Lockheed P-38 Lightning with locally
developed 150-gallon drop tanks. Kenney encouraged an ingenious subordinate,
Maj Paul Pappy Gunn, to mount quad .50-caliber machine guns in the nose of A-20
and B-25 aircraft, creating deadly attack planes. Other Fifth Air Force
innovations included parachutes attached to fragmentation bombs and low-level
skip bombing techniques.
1.11.7. An even lower a priority than Fifth Air
Force, Allied forces in the China-Burma-India Theater faced logistical
challenges at the end of the war's longest supply chain. Called to transport
vital supplies across the Himalayas, Air Transport Command crews, flying C-46s
and C-47s, braved perilous weather conditions to deliver 650,000 tons of
supplies to Chinese and American forces. Flying the Hump was one of the most
hazardous military air operations of World War II. Enterprise architect William
H. Tunner developed many maintenance and cargo-handling techniques that later
proved invaluable during the Berlin Airlift.
1.11.8. In addition to Air Transport Command
efforts in the China-Burma-India Theater, the 1st Air Commando Group, led by
Lieutenant Colonel Phillip G. Cochran and John R. Allison, provided assistance
to British Chindit forces conducting long-range penetration missions against
the Japanese during Operation Thursday, using unconventional air warfare to
support British ground forces. America's first Air Commandos demonstrated that
air power could support unconventional warfare any place, any time. The 1st Air
Commando Group also demonstrated its ingenuity, conducting the first helicopter
combat rescue.

1.11.9. Allied soldiers, sailors, and marines
pushed back the borders of the Japanese empire and airmen sought to destroy
Japan through strategic bombardment. General Arnold hoped to clinch victory
through airpower alone in order to avoid a costly land invasion. In November
1939, Air Corps leaders selected the primary campaign instrument: the Boeing
XB-29. With a pressurized crew compartment, remotely controlled guns, and new
radial engines, the B-29 was an aircraft of unprecedented size and capability.
The United States Army Air Forces ordered 1,664 before the prototype had even
flown. The rush to produce the plane led to substantial technical problems.
Nevertheless, by April 1944, B-29s appeared in the China-Burma-India to conduct
Operation MATTERHORN, the designation for B-29 operations out of bases in India
and China to carry out strategic bombing of Japanese force.
1.11.10. At first, XX Bomber Command crews
attempted to reproduce high-altitude daylight precision bombing, with
disappointing results. Flying from bases in China with logistical staging from
India, XX Bomber Command engine problems were amplified by distance and
weather. By October 1944, B-29 operations shifted to Saipan, significantly
reducing supply lines. Former Air Corps Tactical School instructor Haywood S.
Hansell renewed efforts for a daylight precision bombing campaign. Impatient
with the results, General Arnold replaced Hansell in January 1945 with Major
General Curtis E. LeMay, a proven combat commander
from the European theater.
1.11.11. LeMay
drastically altered B-29 tactics. To avoid the jet stream and high-altitude
engine problems, LeMay ordered low-altitude night attacks with bombers stripped
of defensive machine guns, reduced fuel loads, and increased bomb loads. Much
like the Royal Air Force, LeMay's B-29s relied on darkness for protection and
pummeled enemy cities with incendiary bombs. From March-August 1945, American
firebomb raids destroyed 66 Japanese cities and burned 178 square miles of
urban landscape. Civilian casualties were severe; in one raid against Tokyo an
estimated 80,000 people perished.
1.11.12. Following a successful atomic test on 18
July 1945, the Allied powers issued an ultimatum on 26 July calling for the
Japanese government to surrender or suffer prompt and utter destruction. Specially
modified B-29s from the 393d Bombardment Squadron, a component of the 509th
Composite Group, delivered the first operational atomic bombs. On 6 August
1945, Colonel Paul Tibbets piloted the Enola Gay which dropped a uranium bomb,
known as
Little Boy, over Hiroshima destroying nearly five
square miles of the city and killing 80,000 people. Japan did not surrender. On
9 August 1945, the B-29 Bockscar, commanded by Major Charles W. Sweeney,
released a plutonium bomb called Fat Man on Nagasaki. Because Nagasaki was
partially protected by hilly terrain, the bomb devastated 1.5 square miles,
killed 35,000, and injured 60,000. Faced with a defeated army, destroyed navy
and air force, burned cities, a declaration of war by the Soviet Union, and
atomic weapons, the Japanese government surrendered 14 August 1945. In the
Pacific Theater, airpower proved even more decisive than in Europe. The
industrial might of the United States overwhelmed Japanese forces. The
geographic circumstances and immense distances involved made airpower the
preeminent weapon.


1.12. Air Force Independence and the
Cold War:
1.12.1. With victory in World War II, the
American public returned to normal life. Airpower and military affairs, in
general, decreased in importance. From a wartime strength of more than 79,000
aircraft and 2.4 million people, forces dwindled to 24,000 aircraft and 304,000
people by May 1947. Nevertheless, airpower's impact on warfare led to the
realization of Billy Mitchell's dream. On 26 July 1947, President Harry S.
Truman signed into law the National Security Act of 1947, which provided for a
separate Department of the Air Force. On 18 September 1947, Stuart Symington
became the first Secretary of the Air Force and officially established the
United States Air Force as an independent, coequal service. Under the
leadership of General Spaatz as the first Chief of Staff, Air Force and that of
his successor, General Hoyt S. Vandenberg, the Air Force clarified roles and missions
and organized to meet the challenges of the growing Cold War.
1.12.2. In many areas, the establishment of the
Air Force had little impact on the lives of most Airmen until months or even
years had passed. What were designated as organic service units were taken over
as newly designated Air Force units. Units that
provided a common service to both the Army and the Air Force were left intact.
Until 1950, for example, if an Airman became seriously ill, he was likely
treated by Army doctors in an Army hospital. There was also, at first, no
change in appearance. The distinctive blue uniforms of the United States Air
Force were introduced only after large stocks of Army clothing were used up.
Familiar terms slowly gave way to new labels. By 1959, enlisted Airmen ate in
dining halls' rather than mess halls, were eyed warily by air police instead of
military police, and bought necessities at the base exchange
instead of the post exchange.
1.12.3. Initially, the enlisted rank system
remained as it had been in the United States Army Air Force. Corporal was
removed from NCO status in 1950. Then, in 1952, the Air Force officially
changed the names of the lower four ranks from private to Airman basic; private
first class to Airman, third class; corporal to Airman, second class; and
sergeant to Airman, first class. These changes were in response to a
development that surfaced during World War II, and the rank structure would
continue to evolve over time. Promotion and specialization went hand-in-hand
with training in the new Air Force. When the new organization established Air
Force specialty codes as standard designations for functional and technical
specialties, qualification for an advanced Air Force specialty code became part
of the criteria for promotion. During the late 1940s, the Air Force also began
an Airman Career Program that attempted to encourage long term careers for
enlisted specialists.
1.12.4. The Berlin Crisis awakened Americans to
the impact of the Cold War between the United States and the Union of Soviet
Socialist Republics. On 24 June 1948, the Soviets blockaded railroad and road
corridors serving the 2.5 million residents of West Berlin, deep within
Communist East Germany. United States Air Forces in Europe Commander General
LeMay organized a makeshift airlift of food, medicine, and coal. United States
Air Forces in Europe C-47 and C-54 cargo aircraft established a precise
schedule of flights every three minutes, 24-hours-a-day. After the first month,
Major General William H. Tunner assumed command of an expanded effort that
would include 300 American and 100 British aircraft flown by aircrews who would
apply lessons learned while flying the Hump during World War II. On 15 April
1949, 1,398 aircraft delivered a one-day record 12,941 tons of supplies. By
1949, the Soviets acknowledged the airlift s success and lifted the blockade.
Operation VITTLES tallied 277,804 flights delivering 2.3 million tons of
supplies. This nonviolent use of airpower defused a
potentially disastrous confrontation.

Berlin airlift
1.12.5. Throughout the airlift, enlisted
personnel served as cargo managers and loaders (with a major assist from German
civilians), air traffic controllers, communications specialists, and weather
and navigation specialists. Of all the enlisted functions, perhaps the most
critical to the success of the airlift was maintenance. The Soviets' eventual
capitulation and dismantling of the surface blockade represented one of the great
Western victories of the cold war without a bomb having been dropped and laid
the foundation for the North Atlantic Treaty Organization (NATO).
1.12.6. The 1948 Berlin Crisis and 1949 Soviet
detonation of an atomic device motivated the Air Force to improve war
readiness. As the new Strategic Air Command commander, General LeMay emphasized rigorous training, exacting performance
standards, and immediate readiness. In the late 1940s, SAC incorporated the
B-50 (a more powerful version of the B-29) and the massive Convair B-36
Peacemaker (the first bomber with intercontinental range) into the inventory.
Behind the scenes, the Air Force conducted a highly secret, extensive
electronic reconnaissance program that included covert flights over the Union
of Soviet Socialist Republic to assess Communist air defenses.
1.12.7. Jet aircraft technological breakthroughs
changed the face of aviation. Although the Bell XP-59 Airacomet first flew 1
October 1942, the Lockheed P-80 (later redesignated F-80) entered service in
December 1945 as the Air Force's first operational jet fighter. On 14 October
1947, Charles Chuck Yeager seized headlines as the first man to break the sound
barrier. His Bell X-1 Glamorous Glennis reached Mach 1.06 at 43,000 feet after
a launch from a B-29 mother ship. In the early 1950s, Strategic Air Command
upgraded to an all-jet bomber force, activating the Boeing B-47 Stratojet and
the Boeing B-52 Stratofortress.


1.12.8. On 25 June 1950, Communist North Korea
launched a massive invasion of X-1
and the B-29 United
States-backed South Korea. Three days later, American B-26 bombers attacked advancing
North Korean troops in the first major flare-up of the Cold War. For six weeks,
Far East Air Forces, commanded by Lieutenant General George E. Stratemeyer,
gained air superiority to help United Nations forces shut down the North Korean
assault. The initial phase of the Korean War illustrated the dangers of being
unprepared, as American Airmen struggled to relearn close air support and
interdiction skills. In addition, the F-80 s limited range inhibited the time
over target required for tactical operations. About 100 Far East Air Forces
Bomber Command B-29s conducted strategic operations to destroy the enemy's will
and capacity to fight. Although United Nations forces controlled the skies and
destroyed North Korea's industrial base, multiple limitations frustrated hopes
of decisive victory.
1.12.9. General MacArthur's amphibious assault at
Inchon and successive operations shattered the North Korean Army, but the
United Nations advance into North Korea led to Communist Chinese intervention.
The entry of half a million Chinese troops in November 1950 drastically changed
the war. Within weeks, advanced Soviet-made MiG-15 fighters appeared. Flown by
North Korean, Chinese, and Soviet pilots, the MiG-15 outperformed American
F-51, F-80, and F-84 aircraft. Lieutenant Russell Brown, flying an F-80C, shot
down a MiG-15 in the world's first all-jet air battle on 8 November 1950. In
response to the enemy's superior speed and altitude, Air Force leaders rushed
the North American F-86 Sabre into action. The F-86 matched the MiG's speed and
proved a more stable gun platform.


1.12.10. On 9 November 1950, Corporal Harry
LaVene of the 91st Strategic Reconnaissance Squadron, serving as gunner, scored
the first B-29 victory over a jet by downing a MiG-15. LaVene's victory was the
first of 27 MiGs shot down by B-29 gunners during the course of the war.
Sergeant Billie Beach, a tail gunner on an Okinawa-based B-29, shot down two
MiGs on 12 April 1951, a feat unmatched by any other gunner. His own plane was
so shot up, however, that it and the crew barely survived an emergency landing
with collapsed gear at an advanced fighter strip.
1.12.11. As the war on the ground settled into
stalemate, F-86s battled over MiG Alley, where superior training and experience
prevailed. F-86 pilots destroyed 792 MiGs and 18 other enemy aircraft at a cost
of 76 Sabres lost to MiGs, and 142 to other causes.
1.12.12. During the Korean War, the Air Rescue
Service medically evacuated more than 9,600 wounded soldiers, and rescued
nearly 1,000 personnel shot down over enemy territory. In addition, Air
Resupply and Communication Service wings executed unconventional warfare and
counterinsurgency operations against enemy forces.
1.12.13. During the Korean War, a new group of Air
Force pilots entered the pantheon of fighter aces. The F-86 pilots established
a remarkable 10-to-1 kill ratio. Captain Joseph McConnell, a B-24 navigator in
World War II, led the pack with a score of 16, closely followed by Captain
James Jabara who tallied 15 kills. Jabara gained recognition as the world's
first jet ace. Unlike the mass squadron formations often flown in World War II,
Korean War pilots devised new tactics based on flights of only four F-86s.
1.12.14. Despite success in the air war, the
Korean War frustrated American airpower. Accustomed to the commitment of World
War II, Korean War era leaders struggled under political, technological, and
resource limitations inherent in the Cold War. Worried that the conflict in
Korea foreshadowed a Soviet invasion of Europe, American policy makers limited
operations in Asia in order to build up North Atlantic Treaty Organization
forces. Nevertheless, United Nations forces repelled two communist invasions of
South Korea, and American airpower secured the skies against enemy air attack.
1.12.15. After the Korean conflict, Air Force
missile and space capabilities developed rapidly. In late 1953, Assistant
Secretary of the Air Force for Research and Development, Trevor Gardner,
convened a group of experts known as the
Teapot Committee to examine the field of
long-range missiles. The committee's 10 February 1954 report recommended
accelerating intercontinental ballistic missile development. Based on the
recommendation, the Air Research and Development Command, on 1 July 1954,
established the Western Development Division in Inglewood, California, to
develop and field intercontinental ballistic missiles. On 2 August 1954,
Brigadier General Bernard Schriever assumed command of the new organization.
1.12.16. Concurrent with efforts to develop
long-range missiles, the United States also pursued space-based technology that
could provide accurate information on Soviet military intentions. On 27
November 1954, Air Force senior leaders followed the recommendation of the RAND
Corporation's Project Feed Back report, issuing Weapon System Requirement No.
5, directing development of an electro-optical reconnaissance satellite. Weapon
System Requirement No. 5 later became weapon system 117L. The scope of weapon
system 117L eventually broadened to include other space-based missions, such as
meteorology, missile warning, and multispectral imaging.
1.12.17. On 4 October 1957, the course of missile
and satellite development changed when the Soviet Union successfully launched
the Sputnik I satellite into earth orbit. The Soviet success marked the
beginning of the space age and sparked the space race between the United States
and Soviet Union. Over the next two decades the Air Force played a major role
in the developing national space programs, assuming the mantle of America's air
and space force. In response to the Sputnik I launch, President Eisenhower
accelerated United States civil and military space efforts; a decision that
would prove crucial throughout the Cold War.
1.12.18. In 1958, the Air Force developed plans
for a manned military presence in space, but President Eisenhower reserved
manned missions for the National Aeronautics and Space Agency. However, the Air
Force's plan formed the basis of the Mercury, Gemini, and Apollo Programs. The
Atlas rocket, which began as a United States Army Air Corps ballistic missile
in October 1945, was used to launch the MERCURY missions. The Titan-II booster,
also originally a ballistic missile, launched the Gemini astronauts. In fact,
the Air Force and its contractors planned, built, and launched all of the
Titan-II rockets in Project Gemini.

Atlas rocket launching
1.12.19. In 1960, the National Reconnaissance
Office was formed to take charge of highly classified reconnaissance
satellites. President Eisenhower undertook several initiatives to help prevent
a surprise nuclear attack against the United States, including establishing the
classified Corona satellite photo reconnaissance program. This system, known
publicly as the Discoverer research program, achieved its first successful
launch of the Discoverer XIII, 10 August 1960. Corona employed a payload
capsule that jettisoned from the orbiter, returned to earth by parachute, and
was captured by an aircraft. Discoverer XIV, launched a week after recovering
Discoverer XIII, shot over 3,000 feet of reconnaissance film from space,
heralding the beginning of America's space-based photo reconnaissance
capability.
1.12.20. The Air Force concentrated on unmanned
missions to fulfill national security needs. Space reconnaissance satellites,
for instance, supported strategic deterrence throughout the Cold War, providing
invaluable knowledge of the Soviet Union's nuclear inventory, and verifying
arms control treaty compliance. Space systems also provided early warning of
any missile attack on North America, and worldwide communications platforms for
strategic command and control.
1.13. Cuban Missile Crisis (1962):
1.13.1. In 1959, Fidel Castro overthrew the
dictator of Cuba, initially promising free elections, but instead he instituted
a socialist dictatorship. Hundreds of thousands of Cubans fled their island,
many coming to the United States. In late 1960, President Eisenhower authorized
the Central Intelligence Agency to plan an invasion of Cuba using Cuban exiles
as troops. President Eisenhower hoped that, in conjunction with the invasion,
the Cuban people would overthrow Castro and install a pro-United States
government. The President's second term ended before the plan could be implemented.
President John F. Kennedy ordered the invasion to proceed. In mid-April 1961,
the Cuban exiles landed at the Bay of Pigs and suffered a crushing defeat.

1.13.2. Following the failure of the United
States-supported Bay of Pigs invasion of Cuba by Cuban exiles in April 1961,
the Soviet Union increased economic and military aid to Cuba. In August 1962,
the Soviets and Cubans started constructing intermediate- and medium-range
ballistic missile complexes on the island. Suspicious, the United States
intelligence community called for photographic investigation and verification
of the activity. In October, Strategic Air Command U-2 aircraft deployed to
McCoy Air Force Base, Florida, and began flying high-altitude reconnaissance
flights over Cuba. On 15 October, photographs obtained on flights the previous
day confirmed the construction of launch pads that, when completed, could be
used to employ nuclear-armed missiles with a range up to 5,000 miles. Eleven
days later, RF101s and RB-66s began conducting low-level reconnaissance
flights, verifying data gathered by the U-2s and gathering prestrike
intelligence.
1.13.3. In the event an invasion of Cuba became
necessary, Tactical Air Command deployed F-84, F-100, F-105,
RB-66, and KB-50 aircraft to numerous bases in Florida. Meanwhile, Strategic
Air Command prepared for general war by dispersing nuclear-capable B-47
aircraft to approximately 40 airfields in the United States and keeping
numerous B-52 heavy bombers in the air ready to strike.
1.13.4. Meanwhile, President Kennedy and his
advisors on the national security team debated the most effective course of
action. Many on the Joint Chiefs of Staff favored invasion, but President
Kennedy took the somewhat less drastic step of imposing a naval blockade of the
island, which was designed to prevent any more materiel from reaching Cuba. Still
technically an act of war, the blockade nevertheless had the advantage of not
turning the cold war into a hot one.
1.13.5. Confronted with the photographic evidence
of missiles, the Soviet Union initially responded belligerently. Soviet Premier
Nikita Khrushchev accused the United States of degenerate imperialism and
declared that the Union of Soviet Socialist Republic would not observe the
illegal blockade. In the ensuing days, Khrushchev softened, and then hardened,
his position and demands. Tensions increased on 27 October when Cuban air
defenses shot down a U-2 piloted by Major Rudolf Anderson.
1.13.6. The Joint Chiefs of Staff recommended an
immediate air strike against Cuba, but President Kennedy decided to wait. The
increasing tempo in the military, however, continued unabated. While United
States military preparations continued, the United States agreed not to invade
Cuba in exchange for removal of Soviet missiles from the island. Secretly, the
United States also agreed to remove American missiles from Turkey. The Soviets
turned their Cuban-bound ships around, packed up the missiles in Cuba, and
dismantled the launch pads. As the work progressed, the Air Force started to
deploy aircraft back to home bases and lower the alert status.
1.13.7. The Cuban Missile Crisis brought the
United States and the Soviet Union dangerously close to nuclear war; the world
breathed a sigh of relief when it ended. The strategic and tactical power of
the United States Air Force, coupled with the will and ability to use it,
provided the synergy to deter nuclear war with the Union of Soviet Socialist
Republic and convince the Soviet leaders to remove the nuclear weapons from
Cuba. Section 1E Vietnam, Desert Storm and
Operations (1992-2014)
1.14. Vietnam, 1961-1973:
1.14.1. After eight years, during which the Air
Force worked to build America's strategic nuclear forces, President Kennedy's
administration faced national wars of liberation backed by the Soviet Union.
Responding to Communist efforts in Laos and South Vietnam, President Kennedy in
April 1961 ordered Operation FARMGATE; the covert deployment of the 4400th
Combat Crew Training Squadron (Jungle Jim) to train the South Vietnamese Air
Force. Flying North American T-28 Trojans, Douglas A-26 Invaders, and Douglas
A-1E Skyraiders, American pilots launched attack missions under the umbrella of
combat training. Following the August 1964 Gulf of Tonkin incident, when North
Vietnamese torpedo boats attacked the USS Maddox,
President Lyndon B. Johnson lifted the shroud of secrecy and ordered an
orchestrated air attack as a show of force. By December 1964, North American
F-100 Super Sabres, McDonnell RF-101 Voodoos, and Republic F-105 Thunderchiefs,
with Boeing KC-135 Stratotanker support, conducted Operation BARRELL ROLL, attacking
Communist forces in Laos.


1.14.2. Faced with a deteriorating political and
military situation in South Vietnam, President Johnson ordered Operation
ROLLING THUNDER; a sign of American support to South Vietnam and a signal of
United States resolve. Beginning on 2 March 1965, Rolling Thunder was a program
of measured and limited air action against selected military targets in North
Vietnam remaining south of the 19th Parallel. Closely managed by the White
House, Rolling Thunder sought to apply incrementally announced military power
to undermine the North Vietnamese will to wage war. However, the United States
underestimated the enemy's resiliency and determination. Air Force leaders
chafed at rules of engagement that negated the speed, surprise, and flexibility
of massed airpower. They believed periodic bombing pauses intended to signal
American intentions allowed the enemy to recover. In 1965, North Vietnamese air
defenses multiplied, including Soviet-made SA-2 surface-to-air missiles. Hanoi
established an advanced radar-controlled air defense system that combined
surface-to-air missiles, antiaircraft artillery, and Sovietproduced MiG-17 and
MiG-21 interceptors. Consequently, United States losses mounted without any
visible effect from the air campaign. By the fall of 1968, Air Force tactical
aircraft had flown 166,000 sorties over North Vietnam, and Navy attack aircraft
added 144,500. In the process, the enemy downed 526 Air Force aircraft:
surface-to-air missiles accounted for 54, MiGs destroyed 42, and antiaircraft
artillery claimed the remainder. Personnel losses were equally heavy. Of the
745 Air Force crew members shot down over North Vietnam, 145 were rescued, 255
were confirmed killed, 222 were captured, and 123 were classified missing in
action. Air Force leaders found these results intolerable for an air campaign
with virtually complete air superiority.
1.14.3. Complementing operations over North
Vietnam, the air war over South Vietnam demonstrated the full spectrum of airpower.
Air Force aircraft and helicopters provided close air support, interdiction,
reconnaissance, airlift, tanker support, and search-and-rescue capabilities.
Air Force resources ranged from one-man Cessna O-1 Bird Dogs, used by forward
air controllers to mark enemy targets for strikers, to mammoth B-52Ds modified
to drop as many as 27 750pound bombs, and 84 500-pound bombs for Operation ARC
LIGHT interdiction missions. Vintage World War II aircraft, like AC-47 Puff the
Magic Dragon gunships, joined state-of-the-art platforms like the General
Dynamics swingwing, advanced terrain-following radar F-111 Aardvark.
1.14.4. The January 1968 siege of Khe Sanh
displayed the potential of Air Force close air support. When more than
20,000 North Vietnamese troops, protected by
hilly, covered terrain, surrounded 6,000 United States Marines, General William
Momyer applied massive firepower during Operation NIAGARA. A flight of three
B-52s hit the enemy every 90 minutes for most of the 77-day siege. To prevent
the enemy from overrunning the base, American aircraft dropped 100,000 tons of
bombs, two-thirds of those from B-52s.
1.14.5. Following the 1968 bombing halt,
President Richard M. Nixon initiated a phased withdrawal from the frustrating
conflict. From 536,000 United States troops in 1968, American personnel
numbered fewer than 100,000 by 1972. When the North Vietnamese launched the
Easter Offensive in Spring 1972, Nixon resolved to
achieve peace with honor. Reinforcing ground troops was politically impossible,
so Nixon employed Operation LINEBACKER to blunt the Communist attack.
1.14.6. Unlike Rolling Thunder, military leaders
were allowed to use appropriate strategy and tactics, in part because the
administration significantly reduced restrictions. With the acquisition of
precision-guided munitions, new television and laser-guided smart bombs
dramatically increased strike accuracy.
1.14.7. On 13 May 1972, 16 McDonnell-Douglas F-4
Phantoms hit the Than Hoa bridge with 24 smart bombs,
destroying a target that had eluded American Airmen for years. From April to
October 1972, Air Force and Navy aircraft dropped 155,548 tons of bombs on
North Vietnamese troops. The era's first war aces earned their marks during
Linebacker, as well. On 28 August 1972, Captain Steve Ritchie shot down his
fifth MiG- 21. Within weeks, two F-4 weapons systems officers joined the
fraternity of aces: Captain Charles De Bellevue with six kills and Captain
Jeffrey Feinstein with five. When North Vietnamese negotiators accepted
specific peace conditions, President Nixon terminated the air campaign.
1.14.8. In December 1972, North Vietnamese
intransigence over the final peace agreement prompted President Nixon to
initiate Linebacker II, an intense 11-day air campaign to pressure enemy
compliance. From 18-29 December, American aircraft pounded military and
industrial targets in North Vietnam. For the first time, the White House
authorized B-52 strikes near Hanoi. In less than two weeks, 729 B-52 sorties
dropped 15,000 tons of bombs and fighter-bombers added another 5,000 tons.
Despite the loss of 26 aircraft, including 15 B-52s, airpower broke the
impasse. Peace talks resumed 8 January 1973, and a comprehensive ceasefire was
signed 23 January.
1.14.9. During Vietnam, airpower demonstrated its
versatility and wide ranging impact, as well as its limitations. Despite an
impressive military showing, the United States did not win decisively in
Vietnam. Although the Air Force flew more than five million sorties and dropped
six million tons of bombs, North Vietnamese forces eventually conquered South
Vietnam in April 1975. Airpower did not prevent the collapse of the South
Vietnamese government or the change in American political climate.

Duane Hackney
1.14.10. The Vietnam War saw a number of notable
and heroic achievements by Air Force enlisted members, including two winners of
the Medal of Honor, who will be discussed in detail in a later section of this
chapter. While not a Medal of Honor recipient, Duane Hackney became one of the
most honored heroes of the Vietnam War, the recipient of 28 decorations for
valor in combat (more than 70 awards and decorations in all), and winner of the
Cheney Award for 1967, an honor presented for valor or self-sacrifice in a
humanitarian effort. Hackney enlisted in the Air Force a few days after
graduation, volunteering for pararescue training. An honor graduate in every
phase of the tough, year-long course, he had his choice of assignments. Airman
Second Class Hackney turned down assignments in Bermuda and England for
Detachment 7, 38th Aerospace Rescue and Recovery Squadron, at Da Nang. Hackney
flew more than 200 combat missions in three and a half years of Vietnam duty,
all as a volunteer. He earned four Distinguished Flying Crosses for specific
acts of heroism and 18 Air Medals, many for single acts of valor. He also
received the Air Force Cross, the Silver Star, the Airman's Medal, the Purple
Heart, and several foreign decorations. Hackney's most celebrated mission was
on 6 February 1967. That morning he descended from a HH-3E Jolly Green Giant to
look for a downed pilot near Mu Gia pass. The pilot had stopped his radio
transmissions, a clue that enemy troops were nearby. For two hours, Hackney
searched for the man, dodging enemy patrols, until the mission was called off
because of weather. Late that afternoon, the downed pilot came back on the air,
and Hackney's crew headed for the rescue area to get him out before dark. This
time Hackney found his man, badly injured but alive, got him onto the forest
penetrator, and started up to the chopper, drawing small-arms fire all the way.
As the men were hauled aboard, the helicopter took a direct hit from a 37-mm
antiaircraft gun and burst into flame. Wounded by shell fragments and suffering
third-degree burns, Hackney, knowing that the HH-3 was not going to make it,
put his own parachute on the rescued pilot and got him out of the doomed
chopper. Groping through dense smoke, he found an oil-soaked chute and slipped
it on. Before he could buckle the chute, a second 37-mm shell hit the HH-3,
blowing him out the door. He did not remember pulling the ripcord of the
unbuckled chute before hitting trees 250 feet below, then plunging 80 feet to a
rock ledge in a crevasse. When he regained consciousness, enemy troops were
leaping across the crevasse a few feet above him Once
they were gone, Hackney popped his smoke and was picked up by the backup
chopper. There were no other survivors from the rescue helicopter. For that
mission, Hackney received the Air Force Cross. In 1973, Hackney left the Air
Force, one of the most decorated pararescuemen of the Vietnam War. Four years
later, missing the camaraderie of Air Force life, he enlisted again, returning
to duty as a pararescue instructor. In 1981, he suffered a severe heart attack,
the result of a rescue operation, and was permanently grounded. Altogether, he
served in the United States Air Force from 1965 to 1991, retiring as a Chief
Master Sergeant.
1.14.11. In December 1972, B-52 tail gunner Staff
Sergeant Samuel Turner shot down an enemy MiG, the first of only two confirmed
shootdowns by enlisted Airmen during the war both victories from gunners
belonging to the 307th Strategic Wing at U-Tapao,
Thailand. Credit for the fifth overall MiG-21 kill during Linebacker II also
went to an enlisted Airman, Airman First Class Albert E. Moore.
1.14.12. Chief Master
Sergeant Wayne Fisk was directly involved in the famed Son Tay prisoner of war
camp raid and the rescue of the crew of the USS Mayaquez. When
the USS Mayaquez was highjacked by Cambodian
Communist forces in May 1975, Fisk was a member of the assault force that
successfully recovered the ship, the crew, and the entrapped United States
Marines. For his actions, Fisk was presented with his second Silver Star.
Concluding the Mayaquez mission, he was recognized as
the last American serviceman to engage Communist forces in ground combat in
Southeast Asia. In 1979, he was the first Air Force enlisted recipient of the
United States Jaycees Ten Outstanding Young Men of America. In 1986, Fisk
became the first director of the Air Force Enlisted Heritage Hall on Maxwell
Air Force Base-Gunter Annex.

Wayne Fisk
1.15. The Post-Vietnam Era and the
end of the Cold War:
1.15.1. Rebuilding the conventional Air Force
after Vietnam began with personnel changes. The Vietnam-era Air Force included
many members who had entered its ranks in World War II. President Nixon ended
the draft in 1973 in favor of an all-volunteer American military. The Air Force
attracted recruits as best it could but encountered problems with the racial
friction and alcohol and drug abuse that reflected America's social problems.
Enough Vietnam career veterans remained, however, to direct the new service and
implement changes. One of the most notable of those changes was more realistic-
more dangerous- combat training. In combat simulations, Air Force pilots flew
as aggressors employing enemy tactics. By 1975, training had evolved into Red
Flag at the United States Air Force Weapons and Tactics Center, Nellis Air Force
Base, Nevada. Red Flag aircrews flew both individual sorties and formations in
realistic situations to gain application experience before actual combat.
Colonel Richard Moody Suter is the founder of Red Flag. As a major, working in
the Pentagon in 1975, he saw his vision through to fruition. Red Flag
revolutionized Air Force training. According to senior leaders at the time,
Colonel Suter's efforts resulted in a program that made the United States Air
Force the premier air arm of the world.
1.15.2. An innovative genius, Suter flew more
than 200 combat missions in Vietnam and was the first F-15 Eagle squadron
commander. In addition to Red Flag, he is credited with founding the Air Force
aggressor squadron, and the Einsiedlerhof Air Station, Germany Warrior Preparation
Center, used to train senior battle commanders in the art of war. Suter was the
driving force behind Checkmate, the Air Force think tank for wartime scenarios.
After his death in January 1996, the Warrior Preparation Center Command Section
Building and Red Flag Building, Nellis Air Force Base, Nevada, were named in
his honor.

1.15.3. Post-Vietnam rebuilding included applying
technology improvements. The battle for control of the skies over North Vietnam
emphasized the need for a highly maneuverable dogfighting aircraft armed with
missiles and cannon. The F-15 Eagle and F-16 Fighting Falcon filled this need.
The danger posed by radar-guided antiaircraft artillery and surface-to-air
missiles in Vietnam drove the Air Force to develop stealth technology: special
paints, materials, and designs to reduce or eliminate aircraft radar, thermal,
and electronic signatures. Operational by October 1980, the F-117 Nighthawk
stealth fighter featured detection avoidance.
1.15.4. Other Vietnam War technologies included
precision-guided munitions and smart bombs. From April 1972 to January 1973,
the United States used more than 4,000 early smart weapons to destroy bridges
and enemy tanks. Laserguided bombs, electro-optically-guided missiles, and
other precision technologies changed Air Force doctrine from its focus on
strategic bombing to pinpoint bombing focused on destroying enemy s industrial
web chokepoints with economy of force and no collateral damage. To overcome
numerically superior Warsaw Pact forces, the Air Force worked with the Army to
update the air-land battle tactical doctrine published in Field Manual 100-5.
The Air Force would make deep air attacks on an enemy army to isolate it on the
battlefield, conduct battlefield air interdiction to prevent enemy
reinforcements from reaching the front, disrupt the movement of secondary
forces to the front, and provide close air support to Army ground forces. The
Air Force procured the A-10 Thunderbolt II in the 1970s to support such
missions.
1.15.5. Operation RICE BOWL, the April 1980
attempt to rescue American hostages from the United States embassy in
Iran, ended in disaster at the Desert One
refueling site. Inquiries led to the reorganization and revitalization of
United States Special Operations Forces. Crisis support missions during the
1980s allowed the Air Force to test new ideas and technologies. During
Operation URGENT FURY, October 1983, American forces rescued American students
and restored order to Grenada. The Air Force primarily transported troops and
cargo, but discovered problems with command, control, planning, and
intraservice & interservice coordination during the operation. In April
1986, President Reagan mobilized England- based F-111s to strike Libya during
Operation ELDORADO CANYON. The counterterrorism operation exposed on-going
target identification and intelligence difficulties, punctuated by inaccurate
bombing. Finally, Operation JUST CAUSE in 1989 tested air operations; this time
in Panama. The Air Force primarily airlifted troops and supplies, but also
debuted the F-117 Nighthawk stealth fighter, with an AC-130 Spectre gunship,
intimidating Panamanian troops loyal to dictator
Manuel Noriega.
1.15.6. President Kennedy's flexible-response
nuclear war doctrine of the early 1960s lacked the technology to match its
vision of adapting to meet various Cold War crises. Advances in geodesy,
cartography, missile and satellite guidance system integrated circuits
significantly improved missile accuracy. Technology improvements resulted in
better targeting systems and smaller, more effective warheads. Because they
were smaller and lighter, more warheads could be mounted to intercontinental
ballistic missiles and submarine launched ballistic missiles. In the early
1970s, the Department of Defense developed multiple independently targetable
reentry vehicles, allowing three or more warheads to be mounted on each
intercontinental ballistic missile and submarine launched ballistic missiles.
The Air Force arsenal peaked at 1,054 Titan and Minuteman intercontinental
ballistic missiles, but many carried three multiple independently targetable
reentry vehicles, as opposed to earlier models that carried a single warhead.
In spite of technological advances, planned targets continued to support the
doctrine of mutually assured destruction or the capacity to eradicate an
enemy's society, even after an attack on United States forces.
1.15.7. Mutually assured destruction doctrine was
based on the theory that superpower strategic nuclear forces could be sized and
protected to survive a nuclear attack in order to retaliate with sufficient
force to destroy the other side. Such retaliatory destruction was deterrent
insurance because no rational leader would consider starting a nuclear war
knowing that the result would be nuclear destruction.
1.15.8. For two decades the Air Force developed
more capable satellite systems, such as the Missile Defense Alarm
System, which was the first attempt at a
space-based long-range missile attack detection and warning system. Missile
Defense Alarm System 7, launched 9 May 1963, validated the concept of infrared
sensing from a nearly circular 2,000mile orbit. The need for accurate
information on Soviet nuclear testing led to the development of a space-based
system that could specifically detect nuclear explosions. In September 1959,
Department of Defense directed the Advanced Research Projects Agency to develop
the Vela Hotel nuclear detection program; a low-cost, automated nuclear
detection satellite constellation. The first pair of Vela satellites was
launched from Cape Canaveral, 16 October 1963, and detected a nuclear blast the
next day. Extensive United States and Soviet spending for weapons and related
systems escalated into what appeared to be an unlimited strategic arms race.
1.15.9. However, on 26 May 1972, the United
States and the Union of Soviet Socialist Republics signed the AntiBallistic
Missile Treaty, limiting each country to two Anti-Ballistic Missile sites: one
to protect the national capital and an intercontinental ballistic missile
complex. The treaty served to reinforce the notion of the mutually assured
destruction doctrine as a deterrent. The Strategic Arms Limitation Treaty,
which was signed at the same time, limited the number of nuclear weapons, with
the objective of obtaining a verified freeze on the numerical growth and
destabilizing characteristics of each side's strategic nuclear forces.
1.15.10. Satellite advances significantly
enhanced weather and communications support. The Air Force vision of weather
satellites was realized with the development of a dedicated military weather
satellite system known initially as the Defense Satellite Applications Program.
Early Defense Satellite Applications Program military weather satellites were
relatively unsophisticated, weighing about 430 pounds. The Initial Defense
Satellite Communications Program, launched 16 June 1966, was one of the
earliest Air Force satellite communication systems. Another benefit of early
satellites was improved navigation. Although the Navy produced the first
working satellite navigation system (Transit), an early Air Force navigation
satellite program was designed to provide precise time and navigation
information in three dimensions. Later, a joint Air Force and Navy program
would result in what became known as the NAVSTAR Global Positioning System.

1.15.11. Increased defense spending during the
early 1980s resulted in more mature space and missile programs (most of which
are still in service) to replace the systems developed in the 1960s and 1970s.
These included the Defense Support
Program, the Defense Meteorological Satellite
Program, the Defense Satellite Communications System, and the Global
Positioning System. Concurrently, the Air Force developed the ground-based
infrastructure to support, augment, and complement the space-based portions of
the systems. Ground-based systems included the Ballistic Missile Early Warning
System; orbiting space object surveillance using Baker-Nunn cameras; and the
Air Force Satellite Control Network. In addition, the Air Force developed
launch support bases necessary to get satellites into space one at Cape
Canaveral, Florida, and the other at Vandenberg Air Force Base, California. The
launch bases provided support not only for Department of Defense sponsored
systems but also for National Aeronautics and Space Agency, other United States
government agencies, and commercial requirements.
1.15.12. In the late 1970s and early 1980s, the
time had come to substantially reorganize the way the service managed its space
systems. Chief of Staff, Air Force General Lew Allen appeared with Under
Secretary of the Air Force Pete Aldridge, 21 June 1982 to announce the
formation of Space Command, with activation slated for 1 September 1982. Air
Force Space Command's responsibilities grew quickly over the ensuing decade as
it absorbed programs from Aerospace Defense Command, Air Force Systems Command,
and Strategic Air Command. Eventually command missions included missile
warning, space surveillance, satellite control, space defense, space support to
operational forces, and launch operations. The organizational changes that led
to the establishment of Space Command reflected a growth in the use of space
systems in support of worldwide joint operations.
1.15.13. In a 23 March 1983 address, President
Ronald Reagan proposed replacing the doctrine of mutually assured destruction
with one of assured survival, through implementation of the Strategic Defense
Initiative. Strategic Defense Initiative would include a combination of
defensive systems such as space-based lasers, particle beams, railguns, and
fast ground-launched missiles, among others, to intercept intercontinental
ballistic missiles in the earth's outer atmosphere and ballistic path in space.
The end of the Cold War and collapse of the Soviet Union eliminated the
justification for the level of research and development associated with the
project, although research continued at a much-lower level under the Ballistic Missile
Defense Organization.

Berlin Wall symbol of the Cold War
1.15.14. Beginning in March 1985, Soviet
Communist Party General-Secretary Mikhail Gorbachev initiated major changes in
Soviet-American relations. The Intermediate Range Nuclear Forces Treaty, in
December 1987, eliminated medium-range nuclear missiles, including United
States Air Force ground-launched cruise missiles. Gorbachev's announcement in
May 1988 that the Soviet Union, after nine years of inconclusive combat, would withdraw from the war in
Afghanistan resulted in reduced Cold War tension, but it was only a hint of the
rapid changes ahead. Relatively free and open Russian national elections in
March 1989, followed by a coal miner strike in July, shook the foundations of
Communist rule. East Germany opened the Berlin Wall in November which led to
German reunification in October 1990. The August 1991 coup against Gorbachev,
led by Boris Yeltsin, resulted in the dissolution of the Soviet Union, replaced
25 December 1991 by the Commonwealth of Independent States.
1.15.15. American nuclear strategy changed
significantly in response to these changes. Under the Strategic Arms
Reduction Treaty I, signed by the United States
and the Soviet Union in July 1991, the Air Force would reduce arms to 6,000
total warheads on deployed intercontinental ballistic missiles, submarine
launched ballistic missiles, and heavy bombers. Strategic Arms Reduction Treaty
II, signed in January 1993, would reduce total deployed warheads up to a range
of 3,500 nautical miles. The resulting force structure (determined during the
Nuclear Posture Review process overseen by then Secretary of Defense Les
Aspin), would ultimately lead to the deployment of 500 single-warhead Minuteman
III intercontinental ballistic missiles, 66 B-52H, and 20 B-2 heavy bombers.
Ninety-four B-1 heavy bombers would be reoriented to a conventional role by
2003, and all Peacekeeper intercontinental ballistic missiles would be removed
from active inventory and associated silo launchers eliminated. The Air Force,
by presidential direction in September 1991, notified Strategic Air Command to
remove heavy bombers from alert status. Strategic Air Command was subsequently
inactivated in June 1992. United States Strategic Command, a unified combatant
command, replaced Strategic Air Command and assumed control of all remaining
Air Force and Navy strategic nuclear forces.
1.16. Desert Storm (The Air Campaign
against Iraq, 1990-1991):
1.16.1. On 2 August 1990, Iraqi dictator Saddam
Hussein ordered 100,000 troops to invade oil-rich Kuwait, claiming
Kuwait as Iraq's 19th province. International
condemnation followed, and on 6 August the United Nations authorized an
economic embargo. The same day, President George H. W. Bush announced Operation
DESERT SHIELD, the deployment of United States air and ground units to defend
Saudi Arabia and Persian Gulf states. Within 18 hours of the order, Air Force
Military Airlift Command C-141 and C-5 transports delivered the Army 82d
Airborne Division and elements
of the Air Force 1st Tactical Fighter Wing (whose 48 F-15Cs flew direct).

1.16.2. Operation DESERT SHIELD eclipsed the
Berlin Airlift as the greatest air deployment in history. Military Airlift
Command cargo planes delivered defensive forces 7 August - 8 November 1990,
brought counteroffensive material 9 November - January 1991. The air bridge
spanned more than 7,000 miles and included 20,500 strategic airlift missions.
Desert Shield validated the C-5A Galaxy and C-141 Starlifter large capacity
heavy lifters, which carried 534,000 passengers and 542,000 tons of cargo
during the Gulf War.
1.16.3. The Gulf War represents the first,
extensive, broad-based employment of space support capabilities. Coalition
forces employed more than 60 military satellites, as well as commercial and
civil sector systems during the conflict.
Defense Meteorological Satellite Program provided
dedicated meteorological support in theater, which helped provide safe, highly
effective combat power planning and application in a harsh environment
characterized by sandstorms and oil fires. Satellite-based systems delivered
more than 90 percent of all communications to and from the theater due to the
sheer volume and the lack of ground-based infrastructure. At the height of the
conflict, 700,000 phone calls and 152,000 messages per day flowed over
satellite links.
1.16.4. At 0100, 17 January 1991, three Air Force
Special Operations MH-53J Pave Low helicopters led nine Army Apaches on the
first strike mission of Operation DESERT STORM.

1.16.5. Within hours, the world watched live
television coverage of Iraqi skies filled with antiaircraft artillery fire.
F-117A Nighthawks struck heavily defended targets with unprecedented precision.
Under the command of Lieutenant General Charles A. Horner, United States
Central Command Air Forces, 2,700 aircraft from 14 countries and services
implemented the master attack plan. The coalition effort overwhelmed the Iraqi
air defense system with speed, surprise, precision, and mass. A flight of seven
B-52Gs flew nonstop from Barksdale Air Force Base Louisiana to strike Iraqi
power stations and communications facilities with Air Launched Cruise Missiles.
At 35 hours round-trip, the 14,000-mile raid was the longest combat mission up
to that time and proof of America's global reach.
1.16.6. The first week of Desert Storm focused on
achieving air supremacy and destroying the enemy s command and control system.
Captain Jon K. JB Kelk, flying an F-15C, scored the first air-to-air kill,
downing an Iraqi MiG-29. All total, coalition aircraft shot down 41 Iraqi
aircraft, with Captain Thomas N. Vegas' Dietz and First Lieutenant Robert W.
Gigs' Hehemann each credited with three kills. Additionally, Allied air forces
destroyed 375 enemy aircraft and 594 hardened bunkers. Faced with coalition air
dominance, 148 Iraqi aircraft fled to neighboring Iran.
1.16.7. The air campaign then prepared the
battlefield by isolating Iraqi ground units, interdicting supplies, and
reducing enemy combat power. A-10 Thunderbolt II Warthogs' and F-15Es
introduced a new term -tank plinking - as they destroyed the enemy s armored
forces. F-111F Aardvarks' dropped 4,600 of the 8,000 precision-guided
munitions. EF-111A electronic warfare aircraft provided tactical jamming,
while combined RC- 135 Rivet Joint, E-8 Joint Surveillance Target Attack Radar
System (Joint STARS), and E-3 Airborne Warning and Control System aircraft
provided intelligence and command and control. Perhaps the most spectacular
element: B-52s shattered Iraqi Army morale with massive bomb drops. When one
Iraqi commander asserted that he surrendered because of B-52 strikes, his
interrogator pointed out that his position had never been attacked by the B-52.
That is true, but I saw one that had been attacked, said the Iraqi.
1.16.8. Not all aspects of the air campaign were
successful. Early in the campaign, Iraq launched modified Soviet Scud missiles
against Israel, Saudi Arabia, and the Persian Gulf states. On 18 January 1991,
United States Air Force A-10s, F-16s, and F-15Es
with Low-Altitude Navigation and Targeting Infrared for Night pods commenced
the Great Scud Hunt. Despite 2,767 sorties (22 percent of the strategic air
phase), air patrols did not destroy a significant number of the missiles. Iraqi
camouflage, decoys, and employment tactics frustrated the effort. The enemy
launched 88 Scuds, including one that struck a United States Army Reserve unit
at Dhahran, killing 28 soldiers and wounding 98. The antiScud effort did limit
Scud launches after the first 2 weeks of fighting and reduced the political
impact of the weapon.
1.16.9. The Desert Storm air campaign
demonstrated airpower's impact on a conventional battlefield. Air Force space
assets provided precision positioning and navigation to joint and coalition
forces with the combat debut of the Global Positioning System. Space forces
also provided the coalition and allies with advanced Iraqi Scud launch
warnings. Defense Support Program gave timely warning of the launch of Iraqi
Scud missiles to United States forces in theater and allowed Patriot batteries
in Israel, Saudi Arabia, and Kuwait sufficient time to engage the incoming
Iraqi intermediate range ballistic missiles. Space force capabilities
influenced Israel to remain neutral, thereby preserving the integrity of the
allied coalition. Over the course of the 44-day air campaign, the coalition
flew 118,661 sorties, of which the Air Force flew 60 percent. The 1991 Persian
Gulf War brought military space operations to the joint community. The Gulf War
was the first conflict to highlight the force enhancement capabilities of
space-based communications, intelligence, navigation, missile warning, and
weather satellites. Desert Storm also demonstrated the impact of
precision-guided munitions on modern war. Although precision-guided munitions
accounted for only eight percent of the 88,500 tons of bombs dropped, they were
responsible for 80 percent of the destroyed targets. While coalition ground
forces delivered General Schwarzkopf's famous Hail Mary outflanking maneuver
that applied the final blow to the Iraqi military forces, airpower set the
stage for victory. As the Gulf War Air Power Survey stated: It was not the
number of Iraqi tanks or artillery pieces destroyed, or the number of Iraqi soldiers
killed that mattered. It was the effectiveness of the air campaign in breaking
apart the organizational structure and cohesion of enemy military forces and in
reaching the mind of the Iraqi soldier that counted.
1.17. Operations PROVIDE RELIEF,
IMPRESSIVE LIFT, and RESTORE HOPE Somalia (1992-1994):
1.17.1. Civil unrest in the wake of a two-year
civil war contributed to a famine in Somalia that killed up to 350,000 people
in 1992. As many as 800,000 refugees fled the stricken country. The United
Nations-led relief effort began in July 1992. To relieve the suffering of
refugees near the Kenya-Somalia border and then Somalia itself, the United
States initiated Operation PROVIDE RELIEF in August 1992. By December, the
United States airlifted 38 million pounds of food into the region, sometimes
under the hail of small arms fire. Continued civil war and clan fighting within
Somalia, however, prevented much of the relief supplies from getting into the
hands of those who most desperately needed them.
1.17.2. First, the United Nations, then the
United States, attempted to alleviate the problem. In September, the United
States initiated Operation IMPRESSIVE LIFT to airlift hundreds of Pakistani
soldiers under the United Nations banner to Somalia. Despite the increased
security from the United Nations forces, the problems continued. On 4 December,
President George Bush authorized Operation RESTORE HOPE to establish order in
the country so that food could reach those in need. Marines landed and assumed
control of the airport, allowing flights in and out of Mogadishu, Somalia, to
resume. C-5 Galaxies, C-141 Starlifters, C-130 Hercules, and even KC-10 tankers
rushed supplies into the country. Further, the Operation RESTORE HOPE airlift
brought 32,000 United States troops into Somalia. In March 1993, the United
Nations once again assumed control of the mission, and Operation RESTORE HOPE
officially ended 4 May 1993. Fewer than 5,000 of the 25,000 United States
troops originally deployed remained in Somalia. Unfortunately, factional
fighting within the country caused the relief effort to unravel yet again. On 3
October 1993, United States special forces troops, in
an effort to capture members of one clan, lost 18 personnel and suffered 84
wounded.
1.17.3. In the late afternoon of 3 October 1993,
Technical Sergeant Timothy A. Wilkinson, a pararescueman with the 24th Special
Tactics Squadron, responded with his crew to the downing of a United States
UH-60 helicopter in the streets of Mogadishu, Somalia. Wilkinson repeatedly
exposed himself to intense enemy small arms fire while extracting the wounded
and dead crewmembers from the crashed helicopter. Despite his own wounds, he
provided life-saving medical treatment to the wounded crewmembers. With the
helicopter crew taken care of, he turned to aid the casualties of a ranger
security element engaged in an intense firefight across an open four-way
intersection from his position where he began immediate medical treatment. His
decisive actions, personal courage, and bravery under heavy enemy fire were
integral to the success of all casualty treatment and evacuation efforts
conducted in the intense 18-hour combat engagement. Wilkinson was awarded the
Air Force Cross for his actions.

MSgt. Timothy A. Wilkinson
1.17.4. The losses sustained on 3 and 4 October
prompted Operation RESTORE HOPE II, the airlifting of 1,700 United States
troops and 3,100 tons of cargo into Mogadishu between 5 and 13 October 1993.
The troops and equipment were tasked with only stabilizing the situation:
President Clinton refused to commit the United States to nation building and
promised to remove United States forces by March 1994. Operation RESTORE HOPE
II officially ended 25 March 1994 when the last C-5 carrying United States
troops departed Mogadishu. While Operation RESTORE HOPE II allowed United
States forces to get out of the country without further casualties, anarchy
ruled in Somalia, and the threat of famine remained.
1.18. Operation ALLIED FORCE:
1.18.1. The post-Cold War breakup of Yugoslavia
proved to be NATO's greatest challenge in the 1990s. Militant Serbian
nationalism and a policy of ethnic cleansing, promoted by Yugoslavian President
Slobodan Milosevic, created a crisis in Kosovo in 1999. Meanwhile, Albanian
separatists in the Kosovo Liberation Army fanned the flames of violence. When
diplomacy failed, NATO worried about the possibility of a genocidal civil war
and destabilization throughout the Balkans. As NATO debated intervention,
President Milosevic unleashed a ruthless offensive designed to crush the Kosovo
Liberation Army and drive ethnic Albanians out of Kosovo. Faced with a massive
humanitarian crisis, NATO turned to airpower.
1.18.2. After Desert Storm in early 1992, Chief
of Staff, Air Force General Merrill McPeak, introduced a revamped Air Force
mission: Defend the United States through control and exploitation of air and
space. Resultant organizational changes permitted the Air Force to attain an
unprecedented level of integration between air and space capabilities by the
time the Air War over Serbia commenced in 1999. During Air War over Serbia, Air
Force Space Command deployed nearly 150 space professionals to nine locations
in theater. During the conflict, multisource Tactical System/Combat Track I
modifications to five B-52s and two B-1s allowed near real-time information to
flow to the cockpits. The spaceenabled information included threats, target
updates, imagery, and secure communications with the wing operations center.
Global Positioning System satellites provided terminal guidance data for Joint
Direct Attack Munitions, Conventional Air Launched Cruise Missiles, and
Tomahawk Land Attack Missile deliveries. This conflict was the first
operational employment of Joint Direct Attack Munitions, demonstrating precision
adverse weather delivery of multiple weapons against multiple aim points on a
single pass.
1.18.3. Optimistic policymakers looked to NATO's
successful two-week Operation DELIBERATE FORCE in 1995 that brought relative
peace to Bosnia. On 24 March 1999, President Bill Clinton commenced Operation
ALLIED FORCE, announcing three objectives: demonstrate NATO's opposition to
aggression; deter Milosevic from escalating attacks on civilians; and damage
Serbia's capability to wage war against Kosovo. Milosevic and Serbian forces
presented United States and NATO forces with an opponent with a capacity for
skilled propaganda and utter ruthlessness. The ensuing 78day battle was
directed against both the Serbian military and Milosevic's propaganda efforts.
1.18.4. From 24 March to 9 June 1999, NATO air
forces walked a political tightrope. In over 38,000 sorties, 13 of NATO's 19
nations attempted to pressure Milosevic, destroy Serbian fielded forces engaged
in Kosovo, and maintain popular support for intervention. Initially, 214 strike
aircraft followed a limited air campaign against approximately 50 targets.

1.18.5. The B-2 Spirit stealth bomber flew its
first combat missions from Whiteman Air Force Base, Missouri, delivering 650
Joint Direct Attack Munitions in 49 30-hour sorties. On 27 March 1999, Serb air
defenses shot down an Air Force F-117, but Combat Search and Rescue personnel
recovered the pilot. After weeks of caution and frustration, NATO expanded the
scale of the air campaign: 563 United States Air Force aircraft and 13,850
American Airmen deployed to 24 locations.
1.18.6. By June 1999, NATO airpower accomplished
its objectives, although complex political constraints, abysmal flying weather,
and a Serbianmanufactured refugee crisis hampered progress. Despite a concerted
effort to avoid civilian casualties, at least 20 major incidents occurred,
including the 7 May 1999 accidental bombing of the Chinese embassy.
1.18.7. The 1999 air campaign against Serbia
reinforced historical lessons on employing air and space power. Despite
limitations, air and space forces proved precise, effective, and rapid. In many
ways, a limited air campaign represented the only means available to coerce an
implacable foe. Assessments of Operation ALLIED FORCE concluded that air and
ground commanders must agree on the enemy s centers of gravity, and
micromanaging the targeting process limits military effectiveness.
1.19. Operations NOBLE EAGLE,
ENDURING FREEDOM, and IRAQI FREEDOM (Global War on Terrorism):
1.19.1. On 11 September 2001, 19 Islamic
extremist Al Qaeda terrorists highjacked four airliners and flew them into the
World Trade Center, the Pentagon, and a remote field in Pennsylvania, killing
about 3,000 people. In response, President George W. Bush declared a global war
on terrorism. Operation NOBLE EAGLE immediately focused on protecting the
United States homeland from both internal and external air attacks of the
nature used on September 11. United States Air Force fighter, tanker, and
surveillance air assets provided 24-hour intercept response coverage for
virtually the entire United States in the form of ground alert and airborne
combat air patrols over designated locations.
1.19.2. Operation ENDURING FREEDOM focused on
forming and acting with an international coalition, which included forces from
the United Kingdom, Australia, Canada, the Czech Republic, Denmark, France,
Germany, Italy, Japan, Jordan, the Netherlands, New Zealand, Norway, Pakistan, Poland,
Russia, Spain, Turkey, and other nations to remove Afghanistan's Taliban
government. The Taliban sponsored Al Qaeda terrorism and provided a safe haven
for Osama bin Laden, its leader.

1.19.3. On 7 October 2001, 15 Air Force bombers,
25 Navy carrierstrike aircraft, and 50 United States and British sea-launched
Tomahawk cruise missiles launched the first wave of Operation ENDURING FREEDOM
military operations. In the opening days of the campaign, joint airpower
destroyed Taliban air defenses, command centers, and other fixed targets, and
protected humanitarian relief missions to the Afghan people. In contrast to
Desert Storm and Allied Force, Taliban and Al Qaeda forces presented few fixed
targets suitable for air attack. Instead, Air Force B-52 bombers carrying
Global Positioning System-guided Joint Direct Attack Munitions flew to
engagement zones where ground-based forces directed attacks. Global Positioning
System-guided munitions were employed with great accuracy, enabling air planners
to reduce the number of air sorties required to destroy a particular objective.
Combat operations in Afghanistan began with small groups of elite American
military forces deployed to support anti-Taliban Afghani fighters. A number of
the deployed troops carried 2.75-pound Precision Lightweight Global Positioning
System Receivers and satellite-based communications devices. Air Force combat
controllers were among the 300 or so Army, Navy, and Air Force special
operations personnel augmenting the Afghan Northern Alliance. On 13 November
2001, the Afghanistan capital, Kabul, fell to coalition forces.
1.19.4. One relatively small but quite
significant operation took place on 4 March 2002. The Pentagon called it
Operation ANACONDA and the press referred to it as the battle at Shah-I-Kot
Mountain, but the men who fought there called it the battle of Robert's Ridge.
In the early morning hours, on a mountaintop called Takur Ghar in southeastern
Afghanistan, al Qaeda soldiers fired on an MH-47E helicopter, causing a Navy
SEAL to fall to the ground, and a chain of events ensued culminating in one of
the most intense small-unit firefights of the war against terrorism, the death
of all the al Qaeda terrorists defending the mountaintop, and the death of
seven United States servicemen. Despite these losses, the United States forces
involved in this fight distinguished themselves by conspicuous bravery. Their
countless acts of heroism demonstrated the best of America's Special Operations
Forces as Air Force, Army, and Navy special operators fought side by side to
save one of their own and each other, and in the process secured the
mountaintop and inflicted serious loss on al Qaeda.
1.19.5. On 10 January 2003, Secretary of the Air
Force posthumously awarded the Air Force Cross to Technical Sergeant John A.
Chapman. It was only the third time since the end of the Vietnam conflict that
an enlisted Airman received the Air Force Cross and the second time that it
went to one of the enlisted Airman who died in what became a 17-hour ordeal on
top of Takur Ghar mountain in Afghanistan. Chapman s
helicopter came under enemy fire, causing a Navy SEAL to fall out of a MH-47
helicopter during an insertion under fire. The helicopter landed 4.5 miles away
from where the SEAL was killed. Once on the ground, Chapman provided directions
to another helicopter to pick them up. After being rescued, Chapman and the
team volunteered to rescue their mission team member from the enemy stronghold.
After landing, Chapman killed two enemy soldiers and, without regard for his
own life, kept advancing toward a dug-in machinegun nest. The team came under
fire from three
directions. Chapman exchanged fire from minimum personal cover and succumbed to
multiple wounds. His engagement and destruction of the first enemy position and
advancement to the second enabled his team to move to cover and break enemy
contact. He is credited with saving the lives of the entire rescue team.

Tech. Sgt. John A. Chapman
1.19.6. Afghanistan s rugged terrain, complex
political relationships, and distance from operating bases challenged coalition
forces. (Navy aircraft flew 700 miles one way from carriers, and Air Force
bombers ventured 2,500 miles one way from Diego Garcia.) Air Force KC- 135
tankers, C-17 and C-130 airlifters, Red Horse civil engineer teams, spacebased
Global Positioning System and intelligence-gathering satellites, and other
support functions proved to be unsung heroes of the campaign. Their
effectiveness reduced combat troop casualties. In the first 18 months, the Air
Force flew more than 85,000 sorties (75 percent of the total effort), dropped
30,750 munitions, delivered 487,000 tons of cargo, and provided 3,025
intelligence, surveillance, and reconnaissance missions. Even after the defeat
of the Taliban, operations in Afghanistan remained hazardous, as United States
and coalition forces there faced extended counterinsurgency operations.

1.19.7 On 19 March 2003 a coalition of American
and allied forces entered Iraq to end the regime of Saddam Hussein and to free
the Iraqi people, kicking off Operation IRAQI FREEDOM. Much like the Gulf War,
Operation IRAQI FREEDOM came as no surprise to anyone besides Saddam Hussein.
On 17 March 2003, President George W. Bush announced a 48hour ultimatum for
Saddam and his sons to leave Iraq or face conflict. Saddam rejected President
Bush's ultimatum to flee, and on 20 March a salvo of missiles and laser-guided
bombs hit targets where coalition forces believed Saddam and his sons and other
leaders gathered. Thus the war began.
1.19.8. More than 300,000 troops were deployed to
the Gulf region to form a multinational coalition. Combat operations took
longer than the 24-hour war of Operation DESERT STORM. Operation IRAQI FREEDOM
officially began on 20 March 2003, and the primary combat phase ended on 1 May
2003. The Pentagon unleashed air strikes so devastating they would leave
Saddam's soldiers unable or unwilling to fight. Between 300 and 400 cruise
missiles were fired at targets, more than the number launched during the entire
first Gulf War. On the second day, the plan called for launching another 300 to
400 missiles. The battle plan was based on a concept developed at the National
Defense University. Called Shock and Awe, it focused on the psychological
destruction of the enemy's will to fight rather than the physical destruction
of the opposing military force. The concept relies on a large number of
precision-guided weapons hitting the enemy simultaneously, much like a nuclear
weapon strike that takes minutes instead of days or weeks to work.
1.19.9. Heavy sand storms slowed the coalition
advance, but soldiers reached within 50 miles of Baghdad by 24 March. Missile
attacks hit military facilities in Baghdad on 30 March, and by 2 April, the
Baghdad and Medina divisions of Iraq's Republican Guard were defeated. United
States soldiers seized bridges over the Tigris and Euphrates rivers and then
advanced within 25 miles of Baghdad. The next day, United States Army units
along with Air Force special tactics combat controllers, pararescuemen, and
combat weathermen attacked Saddam International Airport, 10 miles southwest of
the capital. Two days later American-armored vehicles drove through Baghdad
after smashing through Republican Guard units. On 7 April, United States tanks
rumbled through downtown Baghdad and a B 1B bomber attack hit buildings thought
to hold Saddam and other leaders.
1.19.10. On 8 April 2003, Staff Sergeant Scott
Sather, a combat controller, became the first Airman killed in Operation IRAQI
FREEDOM. The 29-year-old Michigan native earned seven medals, including the
bronze star, during his Air Force career. The citation accompanying Sather's
Bronze Star Medal with Valor reads, He led this reconnaissance task force on
combat operations into Iraq on the first day of the ground war, breeching enemy
fortifications during the Iraqi border crossing. During the next several days
Sergeant Sather covered countless miles conducting specialized reconnaissance
in the Southwestern Iraqi desert supporting classified missions. With only
minimal sleep he assumed a leadership role in the reconnaissance of an enemy
airfield opening up the first of five airheads used by a joint task force to
conduct critical resupply of fielded troops, and provide attack helicopter
rearming facilities enabling deep battlefield offensive operations. Sergeant
Sather was then employed to an area of heavy enemy concentration tasked to
provide critical reconnaissance and intelligence on enemy movement supporting
direct action missions against enemy forces. Exposed to direct enemy fire on
numerous occasions he continued to provide vital information to higher
headquarters in direct support of ongoing combat operations. His magnificent
skills in the control of close air support aircraft and keen leadership under
great pressure were instrumental in the overwhelming success of these dangerous
missions. Sergeant Sather's phenomenal leadership and bravery on the
battlefield throughout his deployment were instrumental in the resounding successes
of numerous combat missions performing a significant role in the success of the
war and complete overthrow of the Iraqi regime.
1.19.11. The withdrawal of American military
forces from Iraq had been a contentious issue within the United States since the
beginning of the Iraq War. As the war progressed from its initial 2003 invasion
phase to a multi-year occupation, United States public opinion turned in favor
of troop withdrawal. In late April 2007, the United States Congress passed a
supplementary spending bill for Iraq that set a deadline, but President Bush
vetoed this bill soon afterwards. All United States Forces were mandated to
withdraw from Iraqi territory by 31 December 2011 under the terms of a
bilateral agreement signed in 2008 by President Bush.

SSgt. Scott D. Sather
1.19.12. As the deadline for withdrawal drew
nearer, the mission of United States forces in Iraq continued to move away from
combat, and 1 September 2010 marked the transition from Operation IRAQI FREEDOM
to Operation NEW DAWN, signifying a formal end to United States military combat
operations. The transition to a supporting role and stability operations was
made possible by increased capability of Iraqi Security Forces and their
improved ability to combat terrorists and provide security for the Iraqi
people. As part of Operation NEW DAWN, United States Forces had three primary
missions: advising, assisting, and training the Iraqi security forces;
conducting partnered counterterrorism operations; and providing support to
provincial reconstruction teams and civilian partners as they help build Iraq's
civil capacity. The United States troop withdrawal from Iraq was completed on
18 December 2011, early Sunday morning.
1.19.13. On 20 March 2011 a collection of
aircraft launched in support of Operation ODYSSEY DAWN to enforce United
Nations Security Council Resolution 1973, centered on protecting Libyan
citizens from further harm from Libyan leader Moammar Gadhafi's regime.
Following the initial launch of Tomahawk missiles, three United States aircraft
led strikes on a variety of strategic targets over Libya. United States fighter
aircraft created airspace where no enemy forces could advance on Libyan
opposition troops.
1.19.14. As already stated, the war in
Afghanistan had begun in 2001, with the stated goal of dismantling the al-Qaeda
terrorist organization and ending its use of Afghanistan as a base. The United
States also said that it would remove the Taliban regime from power and create
a viable democratic state. More than a decade into the war, NATO forces
continued to battle a widespread Taliban insurgency, and the war expanded into
the tribal area of neighboring Pakistan. On 21 May 2012 the leaders of the
NATO-member countries signed off on President Barack Obama's exit strategy from
Afghanistan that called for an end to combat operations in 2013 and the
withdrawal of the United States-led international military force by the end of
2014.
1.19.15. On 9 June 2012 French President Francois
Hollande announced his plan to withdraw combat forces by year's end. In
December of that year, France pulled its last troops engaged directly in
combat out of Afghanistan. The remaining
French troops, about 1,500, remained for approximately six months removing
equipment and helping to train Afghan forces. Also on 2 September 2012 United
States Special Operations Forces temporarily suspended training of some 1,000
Afghan local police recruits while they double-checked the background of the
current police force, following a rise in insider attacks against NATO troops
by Afghan forces. On September 20, 2012 the surge of
United States forces in Afghanistan ended and the last several hundred surge
troops left the country. On 18 June 2013 Afghan National
Security Forces formally took over combat operations. Canada's military mission in Afghanistan ended on 12 March 2014, and on 27 May, President
Obama announced that the United States combat mission in Afghanistan would end in December.
1.19.16. For most United States' and NATO forces,
the war in Afghanistan was over by the end of 2014. At NATO's International
Security Assistance Force headquarters in Kabul, a ceremony marked the end of
International Security Assistance Force's mission and the transition to the
NATO-led Resolute Support. The new NATO presence would be more than 12,500 troops
to focus on Afghan security forces stability, and United States personnel would
number almost 11,000, including approximately 2,500 Airmen, in January 2015.
The United States Operation ENDURING FREEDOM would be replaced by Operation
FREEDOM's SENTINEL, the name of the United States portion of NATO's Resolute
Support. Airmen would continue to work at standing up the Afghan Air Force, and
their mission could continue until the Afghan Air Force becomes fully
independent.
1.19.17. In the latter part of 2014, a new and
ominous threat emerged that resulted in United States Airmen again involved in
operations in the skies over Iraq. The enemy, calling themselves the Islamic
State of Iraq and Levant, was an extremist Sunni jihadist organization. Aided
by a number of worldwide recruits and sympathizers, Islamic State of Iraq and
Levant gained control of territory in Syria and northern Iraq (including the
cities of Mosul and Fallujah) exceeding the size of Great Britain, leaving
savage atrocities in their wake, including mass murders and ruthless executions
of innocent civilians. Their brutality resulted in nearly universal
condemnation even Al Qaeda repudiated them and President Obama authorized
United States forces, in cooperation with partner nations, to conduct carefully
targeted air strikes over Syria and Iraq, beginning in August, with the aim of
degrading and defeating Islamic State of Iraq and Levant. This operation, under
the name of INHERENT RESOLVE, was still ongoing at the end of 2014.
1.20. Historical Perspective
Conclusion:
1.20.1. From Kitty Hawk to Afghanistan, the
record of air and space power emphasizes powerful themes. The interplay of
doctrine, technology, tactics, and strategy must be sustained by training,
logistics, supply, and support infrastructure. Although history may not provide
hard and fast lessons, it offers inspiration, insight, and examples to spur
your thinking. Today's Airmen draw from a proud heritage of sacrifice, valor,
and success. Just as our predecessors triumphed over the challenges at St.
Mihiel, Schweinfurt, and MiG Alley, you will face new challenges with courage,
skill, innovation, and perseverance.
1.20.2. From the skies over the Rio Grande to
those over Iraq and Afghanistan nearly 100 years later, air power has evolved
from an ineffective oddity to the dominant form of military might in the world.
Its applications and effectiveness have increased with each succeeding
conflict; in World War I air power played a minor role, in Kosovo it played the
only role. In addition to their air combat role, airmen have bravely and
successfully carried out a large number of humanitarian missions, demonstrating
the ability to save lives and alleviate suffering in the face of both natural
and manmade disasters. This chapter has looked at the development of air power
through the nation's many conflicts and contingencies, spotlighting just a few
of the many contributions of enlisted personnel.
Section 1F Airman
Exemplars
1.21. Airman Exemplars. The following Airmen are representative of the diverse individuals
whose exceptional contributions shaped and influenced our Air Force and
continue to inspire today's Airmen.

1.21.1. Orville and Wilbur
Wright. The Wright brothers, bicycle manufacturers from Dayton, Ohio,
achieved the first powered, sustained, controlled airplane flight in 1903,
heralding the age of heavier-than-air aviation. Wilbur was born 16 April 1867,
near Millville, Indiana, and Orville was born 19
August 1871, in Dayton, Ohio. They became interested in mechanical flight after
reading about Otto Lilienthal s successful glider experiments in Germany during
the 1890s. In contrast to other experimenters, the Wrights concentrated their
efforts on a threedimensional system of control, using an elevator and twisting
the wings (called warping) in combination with a vertical rudder. A series of
biplane gliders in 1902 led to a development of a perfectly controllable glider
capable of generating sufficient lift. Subsequently, the brothers designed and
built a relatively lightweight gasoline engine and revolutionary, highly
efficient propellers for the 1903 flyer. Using that aircraft, they successfully
flew four manned missions 17 December 1903 at Kitty Hawk, North Carolina. In
1904 and 1905, the Wright brothers conducted experiments at Huffman Prairie,
near Dayton, and introduced a new improved aircraft each year. The 1905 Wright
flyer is generally recognized as the first practical airplane. It could turn,
bank, fly figure eights, and remain aloft for over 30 minutes. It was not until
1907 that the Signal Corps established an Aviation Section and issued a bid for
a military airplane. Tests of the Wright military machine began at Fort Myer,
Virginia, in 1908. A crash 17 September 1908, however, seriously injured
Orville, killed passenger Lieutenant Thomas E. Selfridge, and temporarily
interrupted testing. A new machine accepted in the fall of 1909 was the United
States Army's first airplane: Signal Corps No. 1. Subsequently the Wright
brothers trained several United States Army pilots, including Henry H. Hap
Arnold, future commander of the United States Army Air Forces during World War
II. The Wright Aircraft Company sold the Army several airplanes. The Wrights,
however, remained wedded to the wing warping system of control and their
airplanes became increasingly inferior and uncompetitive, while those of rivals
like Glenn Curtiss improved rapidly in performance. Wilbur died of typhoid
fever 30 May 1912, and Orville later sold the Wright Company and assumed a less
active role in aviation. He remained, however, the father of flying and a
highly honored individual until his death 30 January 1948.

1.21.2. Colonel William Billy
Mitchell. Colonel Mitchell was an airpower visionary who saw the airplane
dominating warfare and called for an air force independent of the United States
Army.
1.21.2.1. Born to wealthy American parents in
Nice, France, on 29 December 1879, he grew up in Wisconsin. He attended Racine
College and Columbian College (now George Washington University in Washington,
District of Columbia) but abandoned college at the beginning of the
Spanish-American War and enlisted in the military. His father, a United States
Senator, applied influence and he received a commission. Intelligent, able, and
aggressive, Mitchell was the youngest captain ever selected to join the General
Staff (1912).
1.21.2.2. In 1915, Mitchell joined the Aviation
Section of the Signal Corps and the following year he took private flying
lessons. During much of 1918, he commanded most of the United States air combat
units at the front. He added the use of aircraft in mass to overwhelm the enemy
to the British doctrine of taking the offensive. In September 1918, he massed
more than 1,500 United States and Allied aircraft in support of the St. Mihiel
offensive. In April 1921, Mitchell became Assistant to the Chief of the Air
Service. His outspoken advocacy of a separate air force, critical remarks about
the poor quality of the Air Service, and criticism of superiors caused
considerable controversy. Worse was his methodology, which relied on appeals to
Congress and the public outside the chain of command, often in violation of
direct orders. His claims that the airplane could sink battleships ultimately
led to bombing trials in June 1921. During these trials, the 1st Provisional
Air Brigade under Mitchell s leadership sank the former German battleship Ostfriesland, which was probably the high point of Mitchell's
military career.
1.21.2.3. Major General
Mason Patrick, Air Service commander after the bombing trials, was able to keep
Mitchell out of trouble for a time, but in 1925 further activities led the War
Department to refuse to reappoint him as Assistant Chief. Mitchell reverted to
his permanent rank of colonel and was assigned to Fort Sam Houston, Texas.
1.21.2.4. Even from Texas, Mitchell used the
press to continue to advocate an independent air force. After the Navy
dirigible Shenandoah was destroyed in a storm, he
charged senior military leadership with incompetence.
President Coolidge personally ordered Mitchell's
court-martial, and he was found guilty of insubordination. Mitchell resigned
his commission 1 February 1926 and died 19 February 1936.

1.21.3. Major General Benjamin
D. Benny Foulois. Foulois was a pioneer aviator and the first commander of
an American air unit in the field. He was born in Connecticut, 9 December 1879.
He enlisted in the Army at the time of the Spanish-American War and was
commissioned during his service in the Philippines in 1901. In 1907, Foulois
entered the Aviation Section of the Signal Corps. In 1908 and 1909, Foulois
participated in the acceptance tests of the Army's first semirigid dirigible
and its first airplane, a Wright flyer designated Signal Corps No. 1. In 1910,
Foulois took Signal Corps No. 1 to Fort Sam Houston, Texas, where he conducted
tests to demonstrate its military usefulness. He remained in aviation until his
retirement in 1935. In subsequent years, Foulois participated in all aspects of
early United States Army aviation and in 1915, completed the organization of
the Army's first operational unit, the 1st Aero Squadron. Foulois commanded the
squadron during the Mexican Punitive Expedition in 1916-1917; the first
deployment of a United States Army air unit to the field. Following the
Punitive Expedition, Foulois went to Washington, District of Columbia, where he
played a major role in planning and implementing the $640 million aviation
program begun after the United States entered World War I. Foulois was promoted
to brigadier general and named Chief of the Air Service for the American
Expeditionary Force in November 1917.
1.21.3.1. He was unsuccessful, however, and was
replaced by General Patrick in May 1918. Foulois' subsequent work, especially
as Patrick's assistant, however, played a major role in Air Service success
during the war.
1.21.3.2. In 1927, he moved to Washington,
District of Columbia, to become Assistant Chief of the Air Service, and in 1931
was promoted to major general and named Chief of the Air Corps. Foulois proved
a less-thaneffective Air Corps leader. A hands-on individual, he tried to spend
more time in the cockpit and less in the office. A firm advocate of strategic
bombardment and an independent air force, his testimony before Congress was
usually blunt and straightforward.
1.21.3.3. In 1934, Foulois agreed on short notice
that the Air Corps could fly the United States mail. The service proved
ill-equipped for the effort, which damaged Foulois reputation. However, during
his tenure, the Air Corps acquired its first B-17 heavy bombers and he helped
organize General Headquarters Air Force in 1935; a significant step toward Air
Force independence. General Foulois retired 31 December 1935 and died 25 April
1967.

1.21.4. General of the Air Force
Henry H. Hap Arnold. General Arnold was an aviation pioneer and is
generally recognized as the father of the modern United States Air Force,
commanding the United States Army Air Forces during World War II. Arnold was
born in Gladwyne, Pennsylvania, 25 June 1886, and graduated from West Point in
1907. Originally an infantryman, he became a flyer in 1911. His career
paralleled the early development of United States military aviation. In April
1911, the Signal Corps sent Arnold to Dayton, Ohio, where Wilbur and Orville
Wright taught him to fly. In 1912, he won the first Mackay Trophy for making
the most meritorious military flight of the year. Promoted to
temporary colonel, Arnold spent most of World War I as the highest-ranking
flying officer in Washington, District of Columbia. He would apply the lessons
he learned during the Great War to the development of the United States Army
Air Forces. Arnold began his rise to command of the Army Air Corps during the
interwar years, serving in Air Service headquarters in Washington, District of
Columbia, and in several of the most important operational flying commands in
the field. Promotion to lieutenant colonel came in 1931 and with it command of
March Field, California. In 1934, he took command of the western zone of the
United States.
1.21.4.1. In 1934, Arnold again won the Mackay
Trophy, leading a flight of 10 B-10 bombers from Washington, District of
Columbia, to Fairbanks, Alaska. On 29 September 1938, he was named Chief of the
Air Corps. On 30 June 1941, he became Commanding General of the United States
Army Air Forces.
1.21.4.2. General Arnold commanded America's
aerial war effort in World War II. Under his direction, the United
States Army Air Forces expanded from 22,000
members and 3,900 aircraft to nearly 2.5 million members and 75,000 aircraft.
Throughout the war he remained committed to strategic bombardment, laying the
foundation for a post-war independent air force. He directly commanded the 20th
Air Force B-29s during their 1944 and 1945 assault on Japan. Supervising the
air war on a global scale proved a strenuous task. Arnold had a severe heart
attack that led to his 30 June 1946 retirement.
1.21.4.3. On 7 May 1949, Congress appointed
Arnold the first and only five-star General of the Air Force. (He was a
five-star General of the Army in 1944.) General Arnold died at his home in
Sonoma, California, 15 January 1950.

1.21.5. General Carl A. Tooey
Spaatz. General Spaatz, first Chief of Staff of the United States Air
Force, was born 28 June 1891, in Boyertown, Pennsylvania. He graduated from
West Point in 1914, entered the Aviation Section of the Signal Corps in October
1915, and earned his wings in 1916. During World War I, Spaatz served in
France. He flew in combat for only three weeks but still shot down three German
planes. General Spaatz was one of the pioneering aviators of the interwar
years. For nearly a week, 1-7 January 1929, Spaatz and several other officers
kept the Question Mark, a Fokker trimotor, aloft over California. During the
151-hour flight, the Question Mark refueled in the air 37 times, nine of those
after dark. In June 1933, he was assigned to Washington, District of Columbia,
as Chief of the Air Corps Training and Operations Division. While attending the
Command and General Staff School at Fort Leavenworth, Kansas, in September
1935, he was promoted to lieutenant colonel. In 1936, Spaatz was assigned as
the executive officer, 2d Bomb Wing, Langley Field, Virginia. He returned to
Washington in 1939 to serve as Assistant Executive Officer to the Chief of the
Air Corps. In November 1939, he was promoted to colonel and transferred to
England to serve as a military observer. In October 1940, Spaatz returned to
Washington to accept a promotion to brigadier general and an assignment as
Assistant to the Chief of the Air Corps.
1.21.5.1. After the war began, Spaatz advanced
rapidly through a succession of jobs. He commanded Eighth Air Force before
accepting command of the Northwest African Air Forces. On 6 January 1944, he
assumed command of United States Strategic Air Forces in Europe, tasked with
softening up Hitler's Fortress Europe, before the Allied invasion. General
Spaatz pinned on his fourth star in March 1945, prior to assuming command of
United States Strategic Air Forces in the Pacific Theater. He oversaw the final
strategic bombing campaign against Japan, including the 1945 use of atomic
weapons against Hiroshima and Nagasaki.
1.21.5.2. In February 1946, Spaatz was promoted
to Commanding General of the Army Air Forces and in September 1947, President
Harry S. Truman appointed him Chief of Staff of the United States Air Force. He
retired 30 June 1948, after which he served as the Civil Air Patrol Chairman
and Air Force Association Chairman of the Board from 1940 to 1951. A leading
advocate of an Air Force Academy, General Spaatz died in Washington, District
of Columbia, 14 July 1974.

1.21.6. Lieutenant
General Frank M. Andrews. General Andrews was one of the founding fathers
of the modern Air Force and commander of the first combat Air Force. Killed in
an aircraft accident near Iceland, 3 May 1943, General Andrews was one of the
most promising Army Air Forces generals. Born in Nashville, Tennessee, 3
February 1884, he graduated from West Point in 1906 and entered the cavalry. He
served at several posts, from the Philippines to Vermont, before joining the Aviation
Division in August 1917, serving in the Office of the Chief Signal Officer. In
1918, he was assigned to the Army General Staff Plans Division. He was assigned
to Germany in August 1920, where he served for three years in public relations
and civil affairs. Andrews returned to Kelly Field, Texas, in 1923, to serve as
executive officer and, eventually, Commandant of Flying. After attending the
Air Corps Tactical School, he was assigned to 2d Wing Headquarters, Langley
Field, Virginia, as a staff officer. Andrews completed
the Army War College in May 1933, and subsequently, became Commander, 1st
Pursuit Group at Selfridge Field, Michigan. In October 1934, he returned to
Washington for a second tour on the General Staff.
1.21.6.1. In March 1935, General Andrews assumed
command of the newly created General Headquarters Air Force. In August 1939, he
was named the Army Assistant Chief of Staff for Operations and Training. In
1940, Andrews pinned on his second star and in September 1941 was named
Commanding General, Caribbean Defense Command.
1.21.6.2. Andrews was promoted to lieutenant
general after America entered World War II, when he assumed command of United
States Forces in the Middle East. In February 1943, he accepted command of
United States Forces in the European Theater. His premature death ended a
career that showed great promise. In June 1949, Andrews Air Force Base in
Maryland was named in his honor.

1.21.7. General Ira C. Eaker.
General Eaker, aviation pioneer and articulate advocate of aerospace power, was
born in
Field Creek, Texas, 13 April 1896. In 1917, he
graduated from Southeastern State Teachers College. After accepting a
commission in the Army Reserve, he attended flight school. His first assignment
was to the Philippines, where he did graduate work at the University of the
Philippines before returning to Mitchel Field, New York, in 1922. While serving
in New York, he studied law at Columbia University.
1.21.7.1. General Eaker was a daring and
innovative aviator. He participated in the Pan-American goodwill tour of 1926
and 1927, and flew in the first extended aerial refueling experiment in 1929,
during which the crew kept a plane aloft for 151 hours.
1.21.7.2. In the 1930s, as war loomed over
Europe, Eaker returned to Washington, District of Columbia, to serve in the
office of the Chief of the Air Corps. In 1940, as a lieutenant colonel, he
accepted command of the 20th Pursuit Group at Hamilton Field, California. In
January 1942, shortly after the United States entered World War II, Eaker took
command of the VIII Bomber Command and was promoted to brigadier general. A
strong advocate of daylight strategic bombardment, he convinced Prime Minister
Winston Churchill that it had merit. Eaker directed the daylight campaigns that
pounded the German military and industrial base of Nazi-occupied Europe and
Germany.
1.21.7.3. In September 1943, after promotion to
lieutenant general, he served as commander of the Mediterranean Allied Air
Forces. After the war and until his August 1947 retirement, General Eaker was
Deputy Commander, United States Army Air Forces and Chief of the Air Staff.
1.21.7.4. In 1947, General Eaker accepted a
position as vice president of Hughes Tool Company. He served as a vice
president of Douglas Aircraft from 1957-1961. In retirement, General Eaker was
an active writer, with regularly published articles and columns in numerous
newspapers and military journals. President Reagan promoted him to four-star
general, 10 April 1985. He died 6 August 1987.

1.21.8. Major General Oliver P.
Echols. General Echols, a pioneer logistician who coordinated the rapid
expansion of America's air arsenal during World War II, was born in
Charlottesville, Virginia, on 4 March 1892. Logistics play a vital role in
warfare, and his contribution was notable.
1.21.8.1. Echols attended Virginia Polytechnic
Institute and the University of Virginia, graduating in 1913. After graduation
he enlisted in the United States Army. He was commissioned in 1916 and was
stationed in Europe with the Air Service in July 1917. He commanded the 1st
Observation Group and later became chief of aviation for the 1st Army Corps.
During World War I, Echols saw action in several battles including those of the
Chateau-Thierry, Aisne, St. Mihiel, and in the Meuse-Argonne offensive.
1.21.8.2. After the war, following several flying
assignments, Echols served in the Air Corps Experimental Engineering Section
from 1927 to 1930. The following year he became chief of the Air Corps
Procurement Section. After graduating from the Air Corps Tactical School in
1932, Echols returned to the procurement field as Chief Engineer, Air Corps
Materiel Division. In 1938, he was promoted to assistant chief, and earned his
first star and the promotion to division chief in October 1940. During World
War II, General Echols coordinated the most massive aircraft procurement
program in history, as Chief, Army Air Forces Materiel Division. In 1947, he
retired, accepting an offer to run the Aircraft Industries Association. He died
15 May 1954.

1.21.9. Captain Lillian K. Keil.
A pioneer in passenger care, Captain Keil successfully combined two careers
(airline flight attendant and Air Force flight nurse) to become the most
decorated woman in United States military history. Keil was one of the first
stewardesses hired by United Airlines when the United States entered World War
II. She was later accepted into the Army Air Forces and by the summer of 1943,
she was in England pulling wounded and frostbitten crewmen out of B-17s
returning from bombing raids over Europe. D-Day, 6 June 1944, found her aboard
a C-47, heading for Normandy to collect the wounded. During the war, Keil made
250 evacuation flights, 23 of which were transatlantic.
1.21.9.1. After World War II, Keil returned to
United Airlines as an assistant chief stewardess. In 1950, she returned to duty
as an Air Force flight nurse and flew to Korea. During the next 16 months, she
flew 175 air evacuations, logging 1,400 hours of flight time while assigned to
the 801st Medical Air Evacuation Transportation Squadron.
1.21.9.2. The Army Air Forces captain attended to
more than 10,000 wounded soldiers, sailors, and marines in the air. She was
awarded 19 medals, including a European Theater medal with 4 battle stars, a
Korean service medal with 7 battle stars, 4 air medals, and a Presidential
Citation from the Republic of Korea.
1.21.9.3. Honored several times by her hometown
of Covina Hills, California, she was active in the Covina Hills Veterans of
Foreign Wars chapter until her death 30 June 2005.

1.21.10. General George C. Kenny.
The United States Army Air Forces produced many great operational air
commanders in World War II. Leaders like Spaatz, Eaker, LeMay, and Doolittle
richly deserve acclaim, but some historians rank General Kenney first among equals
for his ability to overcome severe organizational, logistical, personnel,
technical, and strategic difficulties.
1.21.10.1. Kenney distinguished himself in World
War I, flying 75 missions, downing two German planes, and receiving the
Distinguished Service Cross and Silver Star.
1.21.10.2. His Army Air Corps experiences enabled
him to command air forces with such success during World War II. He was the
quintessential Air Corps officer in the sense that his experience encompassed a
broad range of functions, from maintenance, supply, and production to strategy,
tactics, and operations. He gained a reputation as a technical and tactical
innovator.
1.21.10.3. During World War II, as commander of
the Southwest Pacific Area Allied Air Forces and the Fifth Air Force, Kenney
was General MacArthur's Airman. He created clear lines of authority, instituted
new supply and maintenance programs, commanded with authority, and earned the
respect and admiration of his men. Perhaps the most daring and innovative commander
of the war, Kenney gained MacArthur s confidence because he knew how to run
combat air forces and produced results quickly.
1.21.10.4. Toward the end of the war in the
Pacific, General Arnold cabled Kenney: It may truthfully be said that no air commander
ever did so much with so little. MacArthur wrote: Of all the commanders of our
major Air Forces engaged in World War II, none surpassed General Kenney in
those three great essentials of successful combat leadership - aggressive
vision, mastery over air strategy and tactics, and the ability to exact the
maximum in fighting quality from both men and equipment. General Kenney died 9
August 1977.

1.21.11. General James Jimmy
Doolittle. In a career defined by variety, General Doolittle was a
renaissance man: an air leader, aeronautical engineer, airplane racer,
businessman, commanding general, oil company
executive, special assistant to the Chief of Staff of the United States Air
Force, and holder of the Medal of Honor. Doolittle was born 14 December 1896,
in Alameda, California. After a year at the California School of Mines, he
joined the Signal Corps Reserve in 1917 and earned his wings in 1918. Over the
next 4 years he accepted a variety of assignments in the Signal Corps aviation
section, demonstrating exceptional ability as a pilot and as a daredevil. He
also continued his education, earning a bachelor's degree from the University
of California in 1922, a master s degree from the Massachusetts Institute of
Technology in 1924, and a Ph.D. from Massachusetts Institute of Technology in
1925.
1.21.11.1. His aviation accomplishments are
legendary. In September 1922, he flew a DH-4 coast-to-coast in 22 hours, 35
minutes, with only one refueling stop. In 1925, he won the Schneider Trophy
Races, setting a seaplane speed record of
245.713 mph. He helped develop fog-flying equipment
in 1928, which led to widespread use of the artificial horizontal and
directional gyroscopes. He made the first blind flight, completely dependent on
instruments, for which he won the Harmon Trophy.
1.21.11.2. He served as Army advisor on the
building of Floyd Bennett Field, New York City's first municipal airport.
1.21.11.3. Doolittle resigned his regular
commission in 1930 to manage Shell Oil's aviation department. As part of his
duties with Shell, he helped develop high-octane gasoline and sold the Air
Corps on the development of high-compression engines using that fuel.
1.21.11.4. General Arnold brought Doolittle
back to active duty in 1940 to troubleshoot engine and aircraft development,
but Doolittle is best remembered for leading the 18 April 1942 B-25 raid on
Tokyo, launched from the deck of the aircraft carrier Hornet. Though all 16
aircraft were lost, the raid restored American morale and damaged Japanese
confidence. It also earned Doolittle the Medal of Honor and promotion to
brigadier general.
1.21.11.5. Promoted to major general in
November 1942, he commanded Twelfth Air Force in North Africa and in January
1944 took command of Eighth Air Force in England. He was promoted to lieutenant
general 13 March 1944.
1.21.11.6. After World War II, Doolittle
returned to civilian life as vice president of Shell Oil. He was promoted to
four-star General on the Air Force retired list in June 1985 and died 27
September 1993.

1.21.12. Major
General Claire L. Chennault. Nicknamed Old Leatherface, General Chennault,
famed leader of the Flying Tigers, was born 6 September 1890 in Commerce,
Texas. He grew up in Louisiana and attended Louisiana State University before
joining the United States Army.
1.21.12.1. Chennault was commissioned a first
lieutenant in November 1917 and earned his wings at Kelly Field, Texas, in
1919. During the 1920s, Chennault earned a reputation as a talented stick and
rudder man and an absolute master of pursuit (fighter) tactics. As a captain,
Chennault graduated from the Air Corps Tactical School in 1931, then remained
at the school as an instructor, eventually becoming head of the Pursuit
Section. During the 1930s, such Air Corps Tactical School instructors as Harold
George, Robert Olds, and Kenneth Walker developed doctrine advocating high
altitude, daylight, precision bombing of key enemy industrial and military
targets using heavy bombers. In contrast, Chennault stressed the importance of
pursuit aviation, and advocated a system of air defense based upon early
warning of an enemy attack. Technology in the 1930s was not in Chennault's
favor. Bombers like the B-10 and B-17 became larger and faster, and pursuers
fell increasingly behind.
1.21.12.2. Forced to retired in 1937 for health
reasons, Chennault went to China shortly after to train pilots for the Chinese
Air Force.
1.21.12.3. In 1941, Chennault recruited
American military pilots and organized the American Volunteer Group under a carefully
hidden Roosevelt Administration program to provide an air force for Chinese
leader Chiang Kaishek. Chennault trained three squadrons of Flying Tigers' in
tactics he had developed that took advantage of the strengths of his Curtiss
P-40s and exploited enemy weaknesses.
1.21.12.4. Though the American Volunteer Group
did not enter combat until after Pearl Harbor, the unit gained fame for its
victorious exploits during the first six months of World War II. In April 1942,
the United States Army Air Forces recalled Chennault to active duty, in the
grade of major general, to command Fourteenth Air Force in China. In that
capacity, he fought two wars: one against the Japanese and another against
supply and equipment problems in isolated China.
1.21.12.5. In October 1945, General Chennault
retired again and in 1946 became president of the China-based Civil Air
Transport Company, assisting Chiang Kai-shek's losing fight against Chinese
Communist forces. On 18 July 1958, the Air Force promoted Chennault to the
honorary rank of lieutenant general. He died nine days later, 27 July 1958.

1.21.13. General Curtis E. LeMay. General LeMay, who made
Strategic Air Command the world s premier force, was born 15 November 1906. He
attended the Ohio State University and was commissioned through the Reserve
Officer Training Corp program in 1928. His military career began in September
1928 with flight training at March Field, California.
1.21.13.1. General LeMay
flew pursuit planes until 1937, when he transferred to the 2d Bomb Group,
Langley Field, Virginia. There, he earned a reputation as an outstanding pilot
and exceptional navigator. Accordingly, in late 1937 and early 1938, he served
as lead navigator for two mass flights of B-17s to South America.
1.21.13.2. LeMay was
promoted to captain in January 1940, major in March 1941, and lieutenant
colonel in January 1942. He pinned on eagles three months later, when he took
command of the 305th Bombardment Group at Muroc, California. Later that year,
his group joined the Eighth Air Force in England. LeMay's no-nonsense approach
to combat earned him his first and second stars in September 1943 and March
1944. In August 1944, he assumed command of the XX Bomber Command in the
Pacific. His B-29s were charged with destroying Japan's war-making potential.
After the war, LeMay served at the Pentagon before his promotion and assignment
as Commander, United States Forces in Europe, in October 1947. His success at
directing the Berlin Airlift in 1948 made him the obvious choice for Strategic
Air Command commander-in-chief, in October 1948.
1.21.13.3. LeMay made
Strategic Air Command the world's most powerful nuclear force. In the days
before the deployment of guided missiles, LeMay developed Strategic Air
Command's policy of constant alert, keeping some bombers aloft at all times,
ready to respond to a Soviet attack.
1.21.13.4. In 1957, General LeMay
became Air Force Vice Chief of Staff, and in June 1961 rose to Chief of Staff
of the United States Air Force. He held that post until his retirement in
February 1965. In 1968 he became the vice presidential candidate on the
American Independent Party ticket, headed by Alabama Governor George C. Wallace.
Defeated in November, LeMay returned to private life as chairman of the board
of an electronics firm. He died 1 October 1990.

1.21.14. Lieutenant General
William H. Tunner. Known as the Air Force's outstanding practitioner of air
logistics and air mobility, General Tunner was born in Elizabeth, New Jersey,
in 1906. After graduating from the United States Military Academy in 1928, he
entered the Air Corps and during the 1930s earned a reputation as an excellent
pilot and hardworking intelligence officer. During World War II, Tunner helped
create the United States Army Air Forces Ferrying Command. By the time it
became Air Transport Command, it was delivering 10,000 aircraft monthly from
stateside factories to worldwide theaters of operation.
1.21.14.1. In 1944, Tunner assumed command of
the Hump airlift operation, supplying China from India over some of the world's
highest mountain ranges. The often appalling terrain and weather, equipment,
facilities, and aircraft shortages made the Hump a difficult operation. Tunner
refined and standardized every element of the operation, implementing
assembly-line maintenance, systemizing cargo-handling procedures, emphasizing
flight safety, and imbuing the operation with a driving
commitment to increase
tonnage. In July 1945 alone, Air Transport Command delivered 71,042 tons of
cargo. In June 1948, Air Transport Command and the Naval Air Transport Service
merged, becoming the Military Air Transport Service, and Tunner assumed command
of its Atlantic Division
1.21.14.2. On 24 June 1948, the Soviet Union
blockaded the surface routes between Berlin and the Western occupation zones in
Germany. Allied leaders ordered an airlift to supply Berlin, 26 June. On 28
July, Tunner assumed command of the airlift, Operation VITTLES. Tunner
developed an intricate bridge of aircraft that flowed in a steady stream through
narrow corridors in and out of Berlin. Before the Soviet Union lifted the
blockade 12 May 1949, Operation VITTLES delivered 2.3 million tons of cargo to
Berlin. Under Tunner, the Berlin Airlift emerged as an epic enterprise,
demonstrating the peaceful use of airpower as a political instrument.
1.21.14.3. When the Korean War broke out in
June 1950, General Tunner took command of Combat Cargo Command (Provisional).
Tunner illustrated how a fleet of cargo aircraft was sufficiently flexible to
handle airborne assault while airdropping supplies, and moving cargo and
personnel through a combat theater. In the mid-1950s, Tunner commanded United
States Air Forces in Europe.
1.21.14.4. His 1958 assumption of command of
Military Air Transport Service provided the platform from which he advocated
large, jet-powered transports to support the global mission. General Tunner
retired in May 1960 and died 6 April 1983.

1.21.15. General Charles P.
Cabell. General Cabell was a pioneer in the field of air intelligence. He
was born in Dallas, Texas, in 1903, graduated from the United States Military
Academy, 12 June 1925, and accepted a commission in the Field Artillery. Five
years later he transferred to the Air Corps Primary Flying School at Brooks
Field, Texas, graduating in February 1931. He then completed the observation
course at Kelly Field, Texas, where he remained as a flying instructor.
1.21.15.1. A lieutenant at the time, Cabell
joined the 7th Observation Squadron at France Field, Panama Canal Zone, as
adjutant in October 1931. He subsequently served as commanding officer of the
44th Observation Squadron, the 24th Pursuit Squadron, and the 74th Pursuit
Squadron, successively, at Albrook Field, Panama.
1.21.15.2. In September 1938, he entered the
Air Corps Tactical School at Maxwell Field, Alabama, graduating in
June 1939. The following June, Cabell, a major,
was assigned to the Photographic Laboratory at Wright Field, Ohio. After a
period as an observer with the Royal Air Force, he transferred to Washington,
District of Columbia, in April 1941, to command the Office of the Chief of the
Air Corps Photo Unit.
1.21.15.3. In February 1942, Cabell, a
lieutenant colonel, was named assistant executive for technical planning and
coordination. The following month, he became chief of the advisory council to
the commanding general of the Army Air Forces.
1.21.15.4. From June to October 1943, Cabell
attended the first Army and Navy Staff College course. He was assigned to the
Eighth Air Force in the European Theater in October and in December, assumed
command of the 45th Combat Bombardment Wing. In April 1944, he became director
of plans for the United States Strategic Air Force in Europe and three months
later was named director of operations and intelligence for the Mediterranean
Allied Air Forces, headquartered at Caserta, Italy.
1.21.15.5. General Cabell later served as chief
of the Strategy and Policy Division, Office of the Assistant Chief of Air Staff
for Plans. In December 1945, he was assigned to the Military Staff Committee of
the United Nations, followed by a promotion to Chief, Air Intelligence
Requirements Division, Office of the Director of
Intelligence in November 1947. On 15 May 1948, he was appointed Director of
Intelligence. On 1 November 1951 he was named director of the Joint Staff. He
and was appointed deputy director of the Central Intelligence Agency on 23 April 1953. Gen Cabell retired 31 January 1962; he
died 25 May 1971.

1.21.16. General Bernard A.
Schriever. Born in Germany, 14 September 1910, General Schriever is
recognized as the architect of Air Force ballistic missile and military space
programs. He came to America in 1917 and was naturalized in 1923. Raised in San
Antonio, Texas, he graduated from Texas A&M in
1931 with a bachelor of science degree in engineering. He was commissioned in
the Field Artillery but in July 1932 began flight training at Randolph Field,
earning his Air Corps wings and commission at Kelly Field in June 1933. He was
a bomber pilot at March and Hamilton Fields, California.
1.21.16.1. He participated in the ill-fated
Army airmail program during the winter of 1934. He served at Albrook Field, but
in September 1937, he resigned from the Air Corps to become a commercial pilot.
Schriever returned to active duty in October 1938, serving with the 7th Bomb
Group at Hamilton, and a year later became a test pilot at Wright Field. While
there, he also attended the Air Corps Engineering School, graduating in July
1941. He then earned his master of science degree in
aeronautical engineering at Stanford University.
1.21.16.2. Schriever distinguished himself
during World War II, flying combat missions in the Pacific theater. He took
part in the Bismarck Archipelago, Leyte, Luzon, Papua, North Solomon, South
Philippine, and Ryukyu campaigns. After the war, Schriever, a colonel,
transferred to Headquarters Army Air Forces to serve as chief scientific
liaison in the Materiel directorate. In June 1950, he graduated from the
National War College and returned to the Pentagon. In June 1953 he was promoted
to brigadier general. Schriever began his long association with Air Research
and Development Command, later Systems Command, in June 1954 as assistant to
the commander. He was later appointed to head the Western Development Division
to organize and form what would become the ballistic missile and space
divisions that produced the Atlas, Titan, Thor, and Minuteman. He also produced
the launchers and space systems that supported the National Aeronautics and
Space Administration and other government agencies.
1.21.16.3. In April 1959, Schriever was named
to head Air Research and Development Command. Two years later, he was promoted
to four-star general, and named to head the new Air Force Systems Command.
1.21.16.4. He brought his systems approach to
Air Force Systems Command and applied it to major aeronautics and space programs.
Schriever established 437L, an antisatellite system, as part of his efforts to
extend the Air Force mission to include space and personally headed the Manned
Orbiting Laboratory Project. He retired in August 1966 and died 20 June 2005.

1.21.17. Colonel Jacqueline
Jackie Cochran. Colonel Cochran was born in 1910 in Pensacola, Florida. She
was the first female pilot to break the sound barrier, doing so 18 May 1953.
1.21.17.1. After flying lessons at Roosevelt
Field, Long Island, in 1932, she obtained her license in 2 weeks, bought a
plane, and began taking additional flying lessons from Ted Marshall, a Navy
pilot.
1.21.17.2. In 1934, after obtaining a
commercial pilot's license, she entered the MacRobertson Trophy Air Race from
London to Melbourne, Australia. Although she didn t
win the 12,000-mile race, she won the first leg.
1.21.17.3. In 1935, she founded a cosmetic
company and used the business to help finance the races she entered. Next, she
entered the Bendix Trophy Transcontinental Race (the Bendy), a cross country
race from Los Angeles to Cleveland. No woman had ever competed in this
prestigious race, and Cochran's and Amelia Earhart's applications were initially
denied because of their gender. But they protested and were allowed to compete.
Cochran's plane had mechanical problems, but Earhart came in fifth. Cochran won
first place in the women's division and third place overall in 1937 and took
first place in 1938. In 1938, Cochran flew from New York to Miami in a
record-breaking 4 hours, 12 minutes.
1.21.17.4. In 1939, she set a new altitude and
international speed record and became the first woman to make a blind landing.
In 1940, she broke the 2,000-kilometer international speed record. She received
the Clifford Burke Harmon Trophy as the outstanding woman flier in the world in
1938, 1939, and 1940.
1.21.17.5. During World War II, she organized
25 women to fly for Great Britain and became the first woman to fly a bomber
across the Atlantic. She received the Distinguished Service Medal for her
services during the War.
1.21.17.6. In 1943, she was appointed to the
staff of the United States Army Air Forces and director of the Women's Air
Force Service Pilots. She also set nine international speed, distance, and
altitude jet records.
1.21.17.7. In 1971, she was inducted into the
National Aviation Hall of Fame, for outstanding contributions to aviation by
her devotion to the advancement of the role of women in all of its aspects, and
by establishing new performance records that advanced aeronautics. In 1975, she
was the first woman to be honored with a permanent display of her memorabilia
at the United States Air Force Academy. Colonel Cochran died 7 August 1980.

1.21.18. General Benjamin O.
Davis, Jr. General Davis was the commander of the famed World War II Tuskegee
Airmen. At the time of his retirement in 1970, General Davis was the senior
African American officer in the armed forces. He was born in Washington,
District of Columbia, 18 December 1912, the son of Benjamin O. Davis, Sr., the
first black general in the United States Army.
1.21.18.1. After attending Case Western Reserve
University and the University of Chicago, General Davis graduated from West
Point in 1936. Commissioned an infantry officer, Davis was a Reserve Officer
Training Corp instructor at Tuskegee Institute from 1938 to 1941, when he
became one of the first African Americans admitted to pilot training.
1.21.18.2. Davis advanced rapidly in rank,
making first lieutenant in June 1939, captain in September 1940, and major and
lieutenant colonel in the same month, May 1942. In early 1942, soon after the
United States entered the war, Davis organized the 19th Fighter Squadron, an
all-black unit that saw action over North Africa, Sicily, and Italy. The
following year, he organized the 332d Fighter Group, which flew in Italy,
Germany, and the Balkans. In May 1944, Davis was promoted to colonel.
1.21.18.3. After World War II, he commanded
Dogman Field, Kentucky, from 1945 to 1946, and the 332d Fighter Wing at
Lockbourne Field, Ohio. After graduating from the Air War College in 1950, he
was named Chief, Fighter Development Branch, Headquarters
United States Air Force.
1.21.18.4. Davis transferred to the Far East in
1953 to command the 51st Fighter Interceptor Wing in Korea. He pinned on his
first star in October 1954, after which he was named Director of Operations,
Headquarters, Far East Air Forces, Tokyo.
1.21.18.5. The general transferred to Ramstein,
Germany, in 1957 serving as Chief of Staff, Twelfth Air Force. In June 1959, he
became the first African American officer in any service to hold the rank of
Major General. From 1959 to 1961, he was Deputy Chief for Operations, United
States Air Forces Europe. In 1961, Davis became Director of Manpower and
Organization at Headquarters United States Air Force, where he served until
1965. Following promotion to lieutenant general, he was named Chief of Staff
for United States Forces and the United Nations Command in Korea. From 1968 until
his retirement in 1970, General Davis was Deputy Commander, United States
Strike Command, at MacDill Air Force Base, Florida.
1.21.18.6. General Davis remained active after
retirement. In 1970, he organized a special force of sky marshals to help
combat aircraft hijacking. In July 1971, he was appointed Assistant Secretary
of Transportation, a position he held until he retired in 1975. In an 8
December 1998 White House ceremony, President Clinton promoted him to the rank
of four-star general. General Davis died 4 July 2002.

1.21.19. General Daniel
Chappie James, Jr. General James distinguished himself as a leader in three
wars: World
War II, Korea, and Vietnam. General James was
born in Pensacola, Florida, in 1920. After graduating from high school in 1937,
James continued his studies at Tuskegee Institute, Alabama. With war looming,
James enrolled in the Civilian Pilot Training Program, which opened for the
first time to African Americans.
1.21.19.1. From the beginning of World War II
until 1943, James served as a civilian flight instructor at Tuskegee Army
Airfield. In July 1943, following completion of flight training, he accepted a
commission as a second lieutenant, and joined the ranks of the famed Tuskegee
Airmen.
1.21.19.2. James
completed fighter pilot training at Selfridge Field, Michigan, transferring to
various stateside bases through the war's end. He did not see combat during
World War II. In September 1949, became an 18th Fighter Wing, 12th Fighter
Bomber Squadron flight commander, stationed at Clark Field, Philippines.
1.21.19.3. In the skies
over Korea, James faced his first combat experience while piloting F-51 and
F-80 aircraft. He flew more than 100 combat missions during the war. In
mid-1951, James was reassigned stateside as the flight operations officer, 58th
Fighter Interceptor Squadron, Otis Air Force Base, Massachusetts, flying
fighter jets.
1.21.19.4. In April 1953,
he assumed command of the 60th Fighter- Interceptor Squadron in Massachusetts.
1.21.19.5. James career
continued to rise when he was assigned to Air Force headquarters as a staff
officer, Air
Defense Division, Office of the Deputy Chief of
Staff for Operations. In July 1960, James transferred to Great Britain, where
he held numerous leadership positions in the 81st Tactical Fighter Wing,
including commander of the 92d Tactical Fighter Squadron, Royal Air Force, Bentwaters, England. He later became the deputy commander
for operations of the 81st Tactical Fighter Wing.
1.21.19.6. James saw
combat during the Vietnam War, as well. In June 1967, he became the vice
commander, 8th Tactical Fighter Wing, flying 80 combat missions over North
Vietnam. In the summer of 1969, James accepted command of the 7272d Fighter
Training Wing, Wheelus Air Base, Libya.
1.21.19.7. In September
1974, he served as the vice commander, Military Airlift Command, and in 1975,
was promoted to four-star general, assuming command of the North American Air
Defense Command and United States Air Defense Command in September. James
served as special assistant to the Chief of Staff of the United States Air
Force in December 1977.
1.21.19.8. After a long
and distinguished career, he retired 1 February 1978 and died 25 February 1978.

1.21.20. Airman First Class
John Lee Levitow.
1.21.20.1. Airman Levitow, an AC-47 gunship
loadmaster, is the lowest ranking Airman ever to receive the Medal of Honor for
exceptional heroism during wartime. Born in Hartford, Connecticut, Levitow
attended Glastonbury High School. He was trained in the civil engineering
career field and later retrained into the loadmaster field. After flying on
C-130s out of McGuire Air Force Base, New Jersey, he was deployed to Vietnam.
1.21.20.2. On 24 February 1969, Airman Levitow
was handling Mark 24 magnesium flares aboard
Spooky 71 when his pilot threw the AC-47 and
its eight-man crew into a turn to engage Viet Cong whose muzzle flashes were
visible outside the United States Army Depot at Long Binh. The aircraft, an
armed version of the C-47 Skytrain transport, had been flying a night mission
in the Tan Son Nhut air base area when Long Binh came under attack.
1.21.20.3. Suddenly, Spooky 71 was jarred by a
tremendous explosion and bathed in a blinding flash of light. A North
Vietnamese Army 82-millimeter mortar shell had landed on top of the right wing
and exploded inside the wing frame. The blast raked the fuselage with flying
shrapnel. Everyone in the back of Spooky 71 was wounded. Despite his wounds,
Levitow rescued a fellow crewmember who was perilously close to the open cargo
door. As he dragged his buddy toward the center of the cabin, Levitow saw a
loose, burning 27-pound magnesium flare rolling amid ammunition cans that
contained 19,000 live rounds.
1.21.20.4. Through a haze of pain and shock,
Levitow, with 40 shrapnel wounds in his legs, side, and back, fighting a 30
degree bank, crawled to the flare, but was unable to grasp it to pick it up. He
threw himself on the burning flare, hugging it to his body, and dragged himself
to the rear of the aircraft, leaving a trail of blood behind. He hurled it
through the open cargo door, and at that instant, the flare separated and
ignited in the air, fortunately clear of the aircraft. When the aircraft
returned to the base, the extent of the danger was apparent: The AC-47 had more
than 3,500 holes in the wings and fuselage, one measuring more than three feet
long. Levitow spent 2 1/2 months in a hospital and upon his recovery, returned
to Vietnam for another tour. He returned to the United States to receive the
Medal of Honor from President Nixon during a 14 May 1970 Armed Forces Day
ceremony at the White House.
1.21.20.5. Levitow was promoted to sergeant
before his honorable discharge four years later. On 22 January 1998, Air
Mobility Command struck a resounding chord with the Air Force enlisted corps
when it named a C-17 Globemaster II The Spirit of John
Levitow.
1.21.20.6. Levitow designed veterans' programs
for the state of Connecticut until his 8 November 2000 death after a lengthy
battle with cancer. He was buried with military honors 17 November 2000 at
Arlington National Cemetery.
1.21.20.7. In his memory, the Levitow Honor
Graduate Award is presented to the top Air Force Airman Leadership School
graduate from each class. The Headquarters Building, 737th Training Group,
Lackland Air Force Base, Texas, was also dedicated in his honor.

1.21.21. Staff Sergeant
William H. Pitsenbarger. On 11 April 1966, a
21-year-old known as Pits' to his friends was killed while defending wounded
comrades. For his bravery and sacrifice, Pararescueman Pitsenbarger was
posthumously awarded the nation's highest military decorations: the Medal of
Honor and the Air Force Cross. He was the first enlisted Airman to receive both
medals posthumously.
1.21.21.1. Pitsenbarger was born in 1945 and
grew up in Piqua, Ohio, a small town near Dayton. He joined the Air Force on
New Year's Eve 1962 and after pararescue training in 1965, reported to
Detachment 6, 38th Air Rescue and Recovery Squadron, Bien Hoa Air Base, near
Saigon, Republic of South Vietnam. His unit, composed of five aircrews, flew
three HH-43F Kaman Huskie helicopters. His commander, Major Maurice Kessler,
referred to Pitsenbarger as one of a special breed; alert and always ready to
go on any mission. Pitsenbarger flew almost 300 rescue missions in Vietnam,
routinely risking his life to rescue downed soldiers and Airmen.
1.21.21.2. On 11 April 1966, Airman
Pitsenbarger was aboard a rescue helicopter responding to a call to evacuate
casualties from an ongoing firefight approximately 35 miles east of Saigon.
When he arrived at the site, he descended from the helicopter to organize and
coordinate rescue efforts, care for the wounded, prepare casualties for evacuation,
and insure the recovery operation was smooth and orderly. Several times he
refused to evacuate.
1.21.21.3. Rescue helicopters transported
wounded to an aid station, returning to evacuate more injured. One helicopter
was hit by enemy fire as it lowered a litter basket to Pitsenbarger. When its
engine began to lose power, the pilot realized he had to get it away from the
area. Pitsenbarger chose to remain with the Army troops on the ground, waving
off the helicopter. Because of the heavy mortar and small-arms fire, the
helicopters couldn t return to the site.
1.21.21.4. As the battle raged, Pitsenbarger
repeatedly exposed himself to enemy fire in order to pull wounded to safety and
care for them, returning fire when possible. During the fight, he was wounded
three times. When others ran low on ammunition, he gathered ammo clips from the
dead and distributed them to the living. Having administered aid, he picked up
a rifle, joining the soldiers to help hold off the Viet Cong. Pitsenbarger was
killed by Viet Cong snipers later that night. When his body was recovered the
next day, one hand still held a rifle and the other clutched a medical kit.
1.21.21.5. Although Pitsenbarger didn t escape
alive, nine men did, thanks to his courage and devotion to duty. On 8 December
2000, Pitsenbarger's parents, William and Alice, accepted the Medal of Honor
from Secretary of the Air Force Whit Peters. The audience included battle
survivors, hundreds of pararescue airmen, a Congressional representative, and
the Air Force Chief of Staff. Pitsenbarger was posthumously promoted to staff
sergeant, and the Navy named an Air Force munitions preposition ship the MV A1C
William H. Pitsenbarger in his honor.

1.21.22. Colonel Eileen M.
Collins. Colonel Collins was the first woman to command a space shuttle
mission. An Air Force officer and National Aeronautics and Space Administration
astronaut, Colonel Collins was born 19 November 1956, in Elmira, New York. She
earned a bachelor of arts degree in mathematics and
economics at Syracuse University in 1978; a master of science degree in
operations research from Stanford University in 1986; and a master of arts
degree in space systems management from Webster University in 1989. Collins
graduated from Air Force Undergraduate Pilot Training at Vance Air Force Base,
Oklahoma, in 1979, served as a T-38 instructor pilot at Vance, and in 1983
became a C-141 aircraft commander and instructor pilot at Travis Air Force
Base, California. From 1986 to 1989, she was an assistant professor of
mathematics and a T-41 instructor pilot at the United States Air Force Academy.
By the time she retired from the Air Force in 2005, Colonel Collins logged more
than 6,750 hours in 30 different types of aircraft.
1.21.22.1. In January 1990, National
Aeronautics and Space Administration selected Colonel Collins for the astronaut
program while she was attending the Air Force Test Pilot School at Edwards Air
Force Base, California. She became an astronaut in July 1991, initially
assigned to orbiter engineering support. She served on the astronaut support
team responsible for orbiter prelaunch checkout, final launch configuration,
crew ingress/egress, and landing/recovery, and also worked as a mission control
spacecraft communicator. She also served as the astronaut office spacecraft
systems branch chief, chief information officer, shuttle branch chief, and
astronaut safety branch chief.
1.21.22.2. A veteran of four space flights,
Collins logged over 872 hours in space. STS-63 was the first flight of the new
joint Russian-American Space Program. Mission highlights included the
rendezvous with the Russian Space Station Mir, an astronomy shuttle deployment
and retrieval, and a space-walk. On this mission, Colonel Collins became the
first female pilot of a space shuttle.
1.21.22.3. She flew on STS-84 aboard the
Atlantis 15-24 May 1997. It was National Aeronautics and Space Administration's
sixth Shuttle mission to rendezvous and dock with the Russian Space Station
Mir. During the flight, the crew transferred nearly four tons of supplies and
experimental equipment.
1.21.22.4. During STS-93, flown by the
Columbia, 22-27 July 1999, she became the first woman to command a shuttle mission.
This mission featured deployment of the Chandra X-Ray Observatory.
1.21.22.5. STS -114 Discovery, 26 July-9 August
2005, was the return to flight mission during which the shuttle docked with the
International Space Station and the crew tested and evaluated new procedures
for flight safety and shuttle inspection and repair techniques. After a
two-week, 5.8 million-mile-journey in space, the orbiter and its
seven-astronaut crew returned, landing at Edwards Air Force Base, California.
1.21.22.6. Colonel Collins retired from
National Aeronautics and Space Administration in May 2006.

1.21.23. Senior Airman Jason
D. Cunningham. Born 27 March 1975, Senior Airman Cunningham earned the Air
Force Cross for extraordinary heroism in military operations, presented
posthumously by the President of the United States, against an opposing armed
force while serving as a pararescueman near the village of Marzak, Paktia
Province, Afghanistan, 4 March 2002.
1.21.23.1. That day, Senior Airman Cunningham
was the primary Air Force combat search and rescue medic assigned to a quick
reaction force that had been tasked to rescue two American servicemen from
austere terrain occupied by Al Qaeda and Taliban forces.
1.21.23.2. Shortly before landing, his MH-47E
helicopter took rocket-propelled grenade and small arms fire, severely
disabling the aircraft. The assault force formed a hasty defense and
immediately suffered three fatalities and five critical casualties.
1.21.23.3. Facing enemy fire, risking his own
life, Senior Airman Cunningham remained in the burning fuselage in order to
treat the wounded. He moved his patients to a more secure location under mortar
attack, disregarding the extreme danger, exposing himself to enemy fire on
seven separate occasions.
1.21.23.4. When the second casualty collection
point was also compromised, Senior Airman Cunningham braved intense small arms
and rocket-propelled grenade attack to reposition the wounded to a third
collection point. Mortally wounded and quickly fading, he continued to direct
patient movement, transferring care to another medic. His selfless efforts
resulted to the delivery of ten gravely wounded Americans to life-saving
medical treatment.

1.21.24. Chief Master
Sergeant Richard L. Etchberger. Born in 1933, Richard Loy Dick Etchberger
grew up in Pennsylvania, joining the Air Force in 1951. After completing basic
training, he attended a technical school at Keesler Air Force Base,
Mississippi, studying electronics, which would launch his career in radar bomb
scoring. One of the Air Force's most highly trained radar technicians, he
volunteered for a highly classified mission at Lima Site 85 in Laos. He was the
crew chief of a radar team there when North Vietnamese forces overran his radar
site 11 March 1968. Under heavy fire, he continued to defend his comrades,
called in air strikes, and directed an air evacuation. When a rescue helicopter
arrived, the chief put himself in the line of fire to load three other Airmen
in rescue slings. He was fatally wounded by enemy ground fire as he was being
rescued. His fierce defense prevented the enemy from closing on his position,
which saved his comrades lives, although he lost his own. For extraordinary
heroism and superb leadership, Chief Etchberger was posthumously awarded the
Air Force Cross, but the award remained a secret for two decades. He was
awarded the Medal of Honor on 21 September 2010, the first E-9 to receive this
award.
Section 1G Medal of
Honor
1.22. The Medal of Honor.
The Medal of Honor is the highest award for
heroism in military action that the Nation can bestow on a member of its Armed
Forces.
1.22.1. The Air Force-designed Medal of Honor
was created in April 14, 1965. This medal was first presented by President
Lyndon B. Johnson on January 19, 1967, to Major Bernard F. Fisher for action in
South Vietnam.
1.22.2. The Medal of Honor is award for
conspicuous gallantry and intrepidity at the risk of life above and beyond the
call of duty
1.22.3. Pictured below are members of the Air
Force and its predecessor organizations who have earned four Medals of Honor in
World War I, 38 in World War II, four in the Korean Conflict and 14 in the
Vietnam War.


2d Lt
Erwin R. Bleckley
Wichita,
KS
6 Oct
1918

1st Lt
Harold E. Goetler
Chicago,
IL
6 Oct
1918

2d Lt
Frank Luke Jr.
Phoenix,
AZ
29 Sep
1918

1st Lt
Edward V. Rickenbacker
Columbus,
OH
25 Sep
1918

Lt Col
Addison Earl Baker
Chicago,
IL
1 Aug
1943

Maj
Richard Ira Bong
Poplar,
WI
10 Oct -
15 Nov 1944

Maj
Horace S. Carswell Jr.
Fort
Worth, TX
26 Oct
1944

BG
Frederick W. Castle
Manila,
Philippines
24 Dec
1944

Maj Ralph
Cheli
San
Francisco, CA
18 Aug
1943

Col
Demas T. Craw
Traverse
City, MI
8 Nov
1942

BG James
H. Doolittle
Alameda,
CA
18 Apr
1942

SSgt
Henry E. Erwin
Adamsville,
AL
12 Apr
1945

2d Lt
Robert E. Femoyer
Huntington,
WV
2 Nov
1944

1st Lt
Donald Joseph Gott
Arnett,
OK
9 Nov
1944

Lt Col
Pierpoint Hamilton
Tuxedo
Park, NY
8 Nov
1942

Lt Col
James H. Howard
Canton,
China
11 Jan
1944
![]()
2d Lt
Lloyd Herbert Hughes
Alexandria,
LA
1 Aug
1943
![]()
Maj John
Louis Jerstad
Racine,
WI
1 Aug
1943

Col Leon
William Johnson
Columbia,
MO
1 Aug
1943
![]()
Col John
Riley Kane
McGregor,
TX
1 Aug
1943

Col Neel
E. Kearby
Wichita
Falls, TX
11 Oct
1943

2d Lt
David R. Kingsley
Portland,
OP
23 Jun 1944
![]()
1st Lt
Raymond L. Knight
Houston,
TX
25 Apr
1945

1st Lt
William R. Lawley Jr.
Leeds, AL
20 Feb
1944
![]()
Capt
Darrell Robins Lindsey
Jefferson,
IA
9 Aug
1944
![]()
Sgt
Archibald Mathies
Scotland
20 Feb
1944
![]()
1st Lt
Jack W. Mathis
San Angelo,
TX
18 Mar
1943

Maj
Thomas B. McGuire Jr.
Ridgewood,
NJ
25-26
Dec 1944

Lt
William E. Metzger Jr.
Lima, OH
9 Nov
1944

1st Lt
Edward S. Michael
Chicago,
IL
11 Apr
1944

2d Lt
John Cary Morgan
Vernon,
TX
28 Jul
1943

Capt
Harl Pease Jr.
Plymouth,
NH
7 Aug
1942

1st Lt
Donald Dale Pucket
Longmont,
CO
9 Jul
1944

2d Lt
Joseph R. Sarnoski.
Simpson,
PA
16 Jun
1943

Maj
William A. Shomo
Jeannette,
PA
11 Jan
1945

Sgt
Maynard H. Smith
Caro, MI
1 May
1943

2d Lt
Walter E. Truemper
Aurora,
IL
20 Feb 1944

Lt Col
Leon R. Vance Jr.
Enid, OK
5 Jun
1944

TSgt
Forrest L. Vosler
Lyndonville,
NY
20 Dec
1943

BG
Kenneth N. Walker
Cerritos,
NM
5 Jan
1943

Maj
Raymond H. Wilkins
Portsmouth,
VA
2 Nov
1943

Maj Jay
Zeamer
Carlisle,
PA
16 Jun
1943

Maj
George A. Davis Jr.
Dublin,
TX
10 Feb
1952

Maj
Charles J. Loring Jr.
Portland,
ME
22 Nov
1952
![]()
Maj
Louis Joseph Sebille
Harbor Beach,
MI
5 Aug
1950
![]()
Capt
John S. Walmsley Jr.
Baltimore,
MD
14 Sep
1951
![]()
Capt
Steven L. Bennett
Palestine,
TX
29 Jun
1972
![]()
Maj
George E BUD Day
Sioux
City, IA
26 Aug
1967

Maj
Merlyn H. Dethlefsen
Greenville,
IA
10 Mar
1967

CMSgt
Richard Etchberger
Hamburg,
PA
11 Mar
1968

Maj
Bernard F. Fisher
San
Bernardino, CA
10 Mar
1966

1st Lt
James P. Fleming
Sedalia,
MO
26 Nov 1968

Lt Col
Joe M. Jackson
Newman,
GA
12 May
1968

Col
William A. Jones III
Warsaw,
VA
1 Sep
1968

A1C John
Levitow
South
Windsor, CT
24 Feb
1969

A1C
William Pitsenbarger
Piqua, OH
11 Apr
1966

Capt
Lance Peter Sijan
Milwaukee,
WI
9 Nov
1967

Col Leo
Thorsness
Walnut
Grove, MN
19 Apr
1967

Capt
Hilliard A. Wilbanks
Cornelia,
GA
24 Feb
1967

Capt
Gerald O. Young
Chicago,
IL
9 Nov
1967
1.23. Conclusion.
This chapter documents the lives and activities
of Airmen so you, the reader, will gain an understanding of what it means to be
an Airman. From Kitty Hawk to Afghanistan 108 years later, the United States
Air Force has grown into the finest Air Force in the world. You can take pride
in the efforts and accomplishments of enlisted pioneers of the United States
Air Force and its predecessor organizations who, through their own sacrifices,
made the Air Force enlisted corps what it is today. Without their many
contributions, none of that would have been possible.
Chapter 2
ENLISTED HISTORY
Section 2A Overview
2.1. Introduction.
The history of the Air Force enlisted corps is long and varied. The United States Air Force traces their origin to the establishment of the Aeronautical Division, created on 1 August 1907. The Army, however, first used aerial devices' for military purposes during the American Civil War, when President Lincoln created an unofficial balloon section. From Benjamin Franklin to the second Seminole War in 1840 to the war with Mexico in 1846, the Army has been interested in using balloons for military purposes but never did. Consequently, enlisted support for United States military aviation began with Civil War balloon operations. This chapter examines how enlisted participation in the many wars and conflicts throughout our history helped develop the United States Air Force into the greatest Air Force in the World. Enlisted Airmen historically comprised some 80 percent of America's air forces. From humble beginnings to today's great United States Air Force, the enlisted corps deserves much of the credit for their development and great accomplishments. Finally, the purpose for including this chapter within AFH 1, Airman is to provide enlisted Airmen reference material to support their promotion tests.
Section 2B Milestones of World War I and World War II
2.2. Milestones of World War I (1917-1918):
2.2.1. When the first shots of the Great War were fired in Europe in August
1914, the 1st Aero Squadron mustered a dozen officers, 54 enlisted men, and 6
aircraft. By the end of 1915, the squadron counted 44 officers, 224 enlisted
men, and 23 airplanes. This constituted the entire air arm of the United States
Armed Forces.
2.2.2. By 1916, a second aero squadron was added, assigned to duty in the
Philippine Islands, and new training facilities were added. In October 1916,
plans were laid for 24 squadrons: 7 to serve with the regular Army, 12 with the
National Guard, and 5 for coastal defense, supplementing balloon units for the
field and coast artillery. Each squadron was to muster a dozen aircraft. The
regular Army squadrons were either organized or in the process of being
organized by the end of 1916, and all 24 squadrons were formed by early 1917,
but only the 1st Aero Squadron was fully equipped, manned, and organized when
the United States declared war on Germany 6 April 1917.
2.2.3. By April 1917, the United States Army Aviation Section consisted
of 131 officers (virtually all pilots or pilots-in training), 1,087 enlisted
men, and had fewer than 250 airplanes. Even as the war in Europe dragged on,
the United States Congress refused to appropriate significant funds for Army
aeronautics. The Army's poor state of preparedness could not be laid entirely
at Congress' feet. The Army had no plan to enable them to build an air force
and did not send trained observers to Europe. General staff officers were so
out of touch with modern aerial warfare requirements that their chief complaint
about air personnel was the disrespectful manner in which flying officers
flouted regulations by refusing to wear their cavalry spurs while flying
airplanes.
2.2.4. Tradition dictated that pilots be drawn from the ranks of
commissioned officers, but the Aviation Section soon realized the pressing need
for trained enlisted personnel to perform duties in supply and construction and
to serve specialized functions in the emerging aviation-related fields of photo
reconnaissance and radio. Most of all, the Aviation Section needed mechanics.
The war demanded engine mechanics, armament specialists, welders,
riggers, and sail makers. The Army first pressed factories into service as
training sites, but by the end of 1917, the Aviation Section began training
mechanics and others at a number of special schools and technical institutions.
The two largest were in St Paul Minnesota and at Kelly Field Texas. Later,
mechanics and other enlisted specialists were also trained at fields and
factories in Great Britain and France.
2.2.5. In addition to the specialized roles directly associated with
flying, Air Service enlisted personnel performed a wide variety of
administration, mess, transport, and medical corps support functions.
Construction personnel, who built the airfields, hangars, barracks, and other
buildings, were often the first enlisted men stationed at various overseas
locations.
2.3. Milestones of World War II
(1939-1945).
Even before the outbreak of hostilities in
Europe, the General Headquarters Air Force had begun a massive expansion
program that would balloon during the following years into the largest air
organization in the nation's history. In 1939, President Franklin D. Roosevelt
asked for $300 million for military aviation. The Air Corps planned to have 24
operational combat-ready groups by 1941 which would require greatly enhanced
manpower, training, and equipment.
2.3.1. The Air Corps Prepares
for War:
2.3.1.1. In 1938, when the United States first took seriously the signs of
war in Europe, the Army's air arm was still under two cumbersome command
organizations: the Army Air Corps and General Headquarters Air Force. The total
force included less than 20,000 enlisted members. In 1940, Congress passed the
first peacetime conscription law in United States history. By March 1944 when
Air Force manpower reached their high point, 2,104,405 enlisted men and women
were serving in a virtually independent branch of the armed services. Moreover,
they operated a sophisticated machine of air war that covered nearly the entire
globe.
2.3.1.2. From 1939 until 1941, the concept of training did not change
drastically, but the scale did. Training centers expanded and multiplied. Ever
larger numbers of new Airmen passed through advanced training as the overall
goals for assembling combat-ready groups increased. The air corps simply could
not build housing fast enough or find qualified instructors in sufficient
numbers to keep up with the pace. Army officials turned to private schools to
help meet the demand, and many mechanics, for example, received training in one
of the 15 civilian schools.
2.3.2. World War II - The
Great Central, Cataclysmic 20th Century Event:
2.3.2.1. More than 2 million enlisted Airmen served in the United States
Army Air Forces during the largest war ever. Most of them aside from a small
number of prewar soldiers were not professional warriors. Some carried out
routine duties in safe if unfamiliar surroundings, while others endured extreme
conditions in faraway places for years. Tens of thousands died in combat, and
scarcely any remained unchanged by the war.
2.3.2.2. Before the United States could engage the enemy, they needed more
personnel, training, and equipment. Thus, 1942 was a year of buildup and
training; processes that continued throughout the war. According to one former
8th Air Force gunner, It took an average of about 30 men to support a bomber I
m talking about a fourengine bomber, whether a B-24 or a B-17, they are about
the same thing yet you had to have somebody riding a gasoline truck, oil
trucks; you had to have a carburetor specialist and armaments and so forth,
sheet metal work; if you got shot up, they had to patch the holes. These people
were very important and they worked 18 to 20 hours a day when you came back.
2.3.2.3. If anything, the gunner underestimated the number of guys on the
ground required to keep planes in the air. No accurate figure exists across the
board for World War II, but taking into account all the support personnel in
the Army Air Corps, the ratio was probably closer to 70 men to 1 airplane.
During the war, the great majority of the more than 2 million enlisted Airmen
served in roles that never took them into the air, but without their efforts,
even the most mundane or menial, no bombs would have dropped and no war would
have been waged.
Figure 2.1. Women's Army
Auxiliary Corps.

2.3.2.4. Women served with distinction in the United States Army Air Forces, replacing men who could then be reassigned to combat and other
vital duties. The Women's Army Auxiliary Corps was created in May 1942 (Figure
2.1). Top priority for assignment of Women's Army Auxiliary Corps was to serve
at aircraft warning service stations. In the spring of 1943, the Women's Army
Auxiliary Corps became the Women's Army Corps. Almost half of their peak
strength served with the United States Army Air Forces with many assigned to
clerical and administrative duties, while others worked as topographers,
medical specialists, chemists, and even aircraft mechanics. Some commanders
were reluctant to accept women into their units, but by mid-1943, the demand
for them far exceeded the numbers available.
2.3.2.5. When the Air Force became a distinct service in 1947, segregation
policies were transferred, but the new organization confronted special
difficulties in maintaining the separation, especially in the case of enlisted
Airmen. Official restrictions that forced black Airmen to serve either in
allblack units or in segregated service squads robbed the Air Force of a major
talent pool. On 11 May 1949, Air Force Letter 35.3 was published, mandating
that black Airmen be screened for reassignment to formerly all-white units
according to qualifications. Astoundingly, within a year, virtually the entire
Air Force was integrated, with few incidents.
2.3.2.6. In the spring of 1945, after 3 years of carnage, the end of the
war seemed inevitable. The 1944 invasion of Europe and Allied ground forces'
grinding advance toward Berlin finally destroyed Germany. The Third Reich
surrendered in May 1945. With Europe calmed, American forces turned their
attention to Japan. The American high command expected the final struggle in
the Pacific would require relentless attacks against a fanatical foe. Despite
widespread destruction of Japanese cities by low-level B-29 fire bombings
throughout the spring and summer of 1945, Japan continued to resist. United
States commanders realized that only an American invasion of the Japanese
islands and subjugation of the Japanese would force the empire to surrender
unconditionally, as the Allies demanded.
2.3.2.7. United States Army Air Forces enlisted crews flew thousands of
combat missions during World War II, but there were two missions over Japan in
August 1945 that changed the world. They were the flight of the Enola Gay (Figure 2.2), 6 August 1945, to drop the world's
first nuclear bomb on Hiroshima; and the flight of Bock's
Car (Figure 2.3), 3 days later to drop the second bomb on the city of
Nagasaki.
Figure 2.2. Enlisted Men of the
Enola Gay Flight Figure 2.3. Aircrew of the Bock's Car Flight


Section 2C Cold War,
Berlin Airlift, Korean War, and War in Southeast Asia
2.4. The Cold War (1948-1991).
Although the United States and their Western
allies had counted on the Soviet Union as a heroic nation struggling with them
against Hitler. Apparent even before World War II ended was that the alliance
would not survive the ideological gulf that separated capitalist democracies
from the Communist giant. In 1945, the Big Three British Prime Minister Winston
Churchill, Soviet Premier Josef Stalin, and American President Franklin D. Roosevelt met to
discuss the postwar division of Europe. The meeting did not go well, but did lay the
foundation for what would become the United Nations.
In 1946, the fledgling United Nations took up the issue of controlling nuclear
weapons. By June 1946, a United Nations-appointed commission completed a plan
for the elimination of nuclear weaponry based on inspectors who would travel
the globe to ensure no country was making atomic bombs, and to supervise the
dismantling of existing weapons. Unfortunately, the plan was vetoed by the Soviet
Union, resulting in almost five decades of cold war.
2.5. The Berlin Airlift (1948-1949):
2.5.1. In June 1948, the Soviet Union exploited the arrangements under
which the United States, Great Britain, and France had occupied Germany by closing
off all surface access to the city of Berlin. If left unchallenged, the
provocative actions of the communists may not only have won them an important
psychological victory, but may also have given them permanent control over all
of Berlin. Worried that an attempt to force the blockade on the ground could
precipitate World War III, the allies instead built a Luftbr cke an air bridge
into Berlin.
2.5.2. For their part, the Soviets did not believe resupply of the city
by air was feasible, let alone practical. The Air Force turned to Major General
William Tunner, who led the Hump airlift over the Himalayan Mountains to supply
China during World War II. As the nation's leading military air cargo expert,
he thoroughly analyzed United States airlift capabilities and requirements and
set in motion an airlift operation that would save a city.
2.5.3. For 15 months, the 2.2 million inhabitants of the Western sectors
of Berlin were sustained by airpower alone as the operation flew in 2.33
million tons of supplies on 277,569 flights (Figure 2.4). Although airlift came
of age during World War II, full potential was achieved during the Berlin
airlift, which was arguably airpower's single-most decisive contribution to the
Cold War, unquestionably achieving a profound strategic effect.
2.6. The Korean War (1950-1953):

Figure 2.4. C-47s in Berlin.
2.6.1. The 25 June 1950 surprise invasion of South Korea by North Korean
armed forces caught the United States Air
Force ill-prepared to deal with a conventional
war in a remote corner of the world. The resulting confusion and makeshift
responses fell short of requirements during the active course of the war;
conditions made even more difficult by the drastic swings of military fortune
during 1950 and 1951 on the Korean peninsula. The conflict imposed acute
difficulties on enlisted Airmen, and throughout the Korean War, Airmen were
called on to serve under the most dangerous and frustrating conditions.
2.6.2. By 1950, most United States ground and air strength in the Pacific
was in Japan. Although the Far East Air Forces, led by General George
Stratemeyer, claimed more than 400 aircraft in Japan, Guam, Korea, and the
Philippines, the numbers were misleading. The force consisted largely of F-80
jets, which did not have the range necessary to reach Korea from Japan. The
first aerial combat between the United States and North Korea took place over
Kimpo, South Korea 27 June 1950. On 29 June, B-26 gunner Staff Sergeant Nyle S.
Mickley shot down a North Korean YaK-3, the first such victory recorded during
the war. Enlisted personnel served as gunners aboard the B-26 for the first
several months of the conflict, and on B-29 aircraft throughout the war.
2.6.3. On 15 September 1950, United States forces spearheaded by the
First Marine Division successfully landed at Inchon, near Seoul, South Korea,
effectively cutting North Korean Army supply lines deep in the south,
threatening the rear (Figure 2.5). The United States Eighth Army launched their
own offensive from Pusan a day later, and what once was a stalled North Korean
offensive became a disorganized retreat. So complete was the rout that less
than a third of the 100,000-strong North Korean Army escaped to the north. On
27 September 1950, President Truman authorized United States forces to pursue
the beaten Army north of the 38th parallel.

Figure 2.5. Combat Command Personnel and Supplies
2.6.4. Airpower played a significant role in the Allied offensive. Airlift actions ranged from the spectacular,
to include the drop of the 187th Airborne Regimental Combat Team to cut off
retreating North Korean troops, to the more mundane but critical airlift of
personnel and supplies. Foreshadowing the versatility that was exhibited by the
B-52 in later decades, Far East Air Forces B-29s performed a number of missions
not even considered before the war, to include interdiction, battlefield
support, and air superiority (counter airfield).
2.7. The War in Southeast Asia (1950-1975).
The Truman Administration did not pursue total
victory in Korea, in part to maintain United States defensive emphasis on
Western Europe. The next major conflict for the United States Armed Forces,
however, once again took place in Asia.
2.7.1. The Early Years
(1950-1964):2.7.1.1. In the 1950s, the United States' involvement in
Vietnam began as a cold war operation. Vietnam was essentially a French battle.
However, the post-World War II policy of containment of communism prompted
President Truman to intervene. He increased aid and ordered eight C-47
transports directly to Saigon, the first American Air Force presence in
Vietnam. On 3 August 1950, the first contingent of the United States Military
Assistance Advisory Group arrived in Saigon.
2.7.1.2. By 1952, the United States supplied one-third of the cost of the
French military effort in Vietnam, yet what was becoming apparent was that the
French were losing heart. On 4 January 1953, the United States deployed the
first sizable contingent of Air Force personnel (other than those attached to
the Military Assistance Advisory Group). This group included a complement of
enlisted technicians (Figure 2.6) to handle supply and aircraft maintenance.
2.7.1.3. In April 1953, the Viet Minh (under Ho Chi Minh's direction) staged a major
offensive, advancing into Laos and menacing Thailand. President Eisenhower
authorized C-119 transports (aircraft only, not crews) to the area, and in 1954
loaned additional cargo planes to the French. Because French air units were
seriously undermanned, United States officials made the fateful decision on 31
January 1954 to dispatch 300 Airmen to service aircraft at Tourane and Do Son
Airfield near Haiphong, North Vietnam.

Figure 2.6. Enlisted Technicians.
2.7.1.4. As Air Force presence increased in the early 1960s, so did the
need for support personnel. Priorities included construction of airfields and
barracks, and intelligence-gathering.
Section 2D The Air War Expands, Vietnamization, Humanitarian Airlift,
and Post-Vietnam Conflicts
2.8. The Air War Expands (1965-1968):
2.8.1. On 7 February 1965, the Viet Cong attacked Camp Holloway near
Pleiku, killing eight Americans. The President responded with Operation FLAMING
DART, a series of strikes against military barracks near Dong Hoi in North
Vietnam, as well as other targets. Increased airstrikes against targets in the
northern half of the country, code name Rolling Thunder, began less than a
month later on 2 March. Rolling Thunder was the first sustained bombing
campaign of the war against North Vietnam, lasting through 1968.
2.8.2. As offensive air operations increased, United States Air Force
presence in Southeast Asia also increased. About 10,000 Air Force personnel
served in Vietnam in May 1965, doubling by the end of the year. As 1968 drew to
a close, 58,000 Airmen served in the country. Airmen performed various duties,
including support, combat and rescue (Figure 2.7). Prime BEEF personnel, for
example, built revetments, barracks, and other facilities. Rapid engineering
and heavy operational repair squadron, engineering (REDHORSE) teams provided
more long-range civil engineer services. In the realm of combat operations, Air
Force gunners flew aboard gunships as well as B-57s and B-52s. In December
1972, B-52 tail gunner Staff Sergeant Samuel Turner shot down an enemy MiG, the
first of only two confirmed shoot-downs by enlisted Airmen during the war. Both
victories were from gunners belonging to the 307th Strategic Wing at U-Tapao,
Thailand. Credit for the fifth overall MiG-21 kill during Linebacker II also
went to an enlisted member, Airman First Class Albert E. Moore.

Figure 2.7. Medical Evacuation System
2.8.3. Enlisted personnel also served on gunships during the war as both
aerial gunners and as loadmasters. With the Gatling-style guns actually aimed
by the pilot through speed, bank, and altitude, the responsibility of the
aerial gunners was to keep the quick-firing guns reloaded. Crewmembers
occupying this position were particularly vulnerable to ground fire. Meanwhile,
loadmasters released flare canisters over target areas during night missions,
another hazardous undertaking.
2.8.4. Air Force enlisted members faced combat on the ground as well.
With the continuing threat of guerrilla attack, air base defense became a monumental
undertaking performed almost exclusively by Air Force security police
squadrons. Staff Sergeant William Piazza, 3d Security Police Squadron earned
the Silver Star for helping defend Bien Hoa during the North Vietnamese Tet
Offensive of 1968.
2.9. Vietnamization and Withdrawal (1969-1973):
2.9.1. Since the Eisenhower years, American presidents wanted the Vietnam
conflict to be fought and resolved by the Vietnamese. Through 1963 and much of
1964, American forces operated under restrictive rules of engagement in an
effort to maintain the United States role as advisory only. On 22 November
1963, embroiled in a deteriorating situation in Vietnam, President Kennedy was
assassinated and Vice President Lyndon B. Johnson took office. After the Gulf
of Tonkin incident and the Senate resolution of 1964, the advisory role rapidly
evolved into one of combat operations. Yet the Air Force never stopped working
with the Vietnamese Air Force to develop an ability to prosecute the war
itself. In January 1969, shortly after taking office, President Nixon announced
an end to United States combat in Southeast Asia as a primary goal of his
administration. He charged the Secretary of Defense with making Vietnamization
of the war a top priority.
2.9.2. Enlisted Airmen played key roles, especially in training
Vietnamese operational and training crews. As the Vietnamese took over air
operations, the nation's air force grew to become the fourth largest in the
world. In May 1969, the withdrawal of United States Army ground units from
Vietnam began in earnest, while air support units lingered. In 1972, taking
advantage of reduced American ground presence, Communist forces of the National
Liberation Front crossed the demilitarized zone, President Nixon ordered
harbors mined, and Peace talks broke down completely.
2.9.3. President Nixon ordered 11 days of intensive bombing of Vietnamese
cities, with B-52s from Andersen Air Force
Base, Guam carrying out the mission called
Linebacker II. Linebacker II succeeded in breaking the deadlock, and the North
Vietnamese resumed negotiations. A cease-fire agreement was hammered out by 28
January 1973.
2.9.4. While Linebacker II was a success, Vietnam was no ordinary war.
The cease-fire did not bring an end to the fighting, and the punishment aircrews
delivered did not bring victory. Nevertheless, the United States was committed
to withdrawal. On 27 January 1973, the military draft ended; on 29 March, the
last United States troop left the country; and even though another cease-fire
agreement was drawn up to end previous cease-fire violations, fighting
continued until April 22 when the president of South Vietnam resigned. North
and South Vietnam were officially unified under a Communist regime on 2 July
1976.
2.10. Humanitarian Airlift:
2.10.1. The history of humanitarian airlift by United States Armed Forces
is almost as old as the history of flight itself. Army aircraft flying out of
Kelly Field Texas, for example, dropped food to victims of a Rio Grande flood
in 1919, one of the first known uses of an aircraft to render assistance. Many
early domestic humanitarian flights were flown in response to winter
emergencies. In March 1923, Aberdeen Proving Ground Maryland sent airplanes to
bomb an ice jam on the Delaware River and an aircraft from Chanute Field
Illinois dropped food to stranded people on South Fox Island in Lake Michigan.
From blizzards and floods to volcanic eruptions and earthquakes, Army Air Corps
personnel and aircraft provided relief.
2.10.2. Army aircraft also flew humanitarian missions to foreign nations
before the United States Air Force was established. In February 1939, the 2d
Bombardment Wing delivered medical supplies to earthquake victims in Chile Four
years later, in the midst of World War II, a B-24 from a base in Guatemala dropped
a life raft with the diphtheria vaccine to a destroyer escorting a British
aircraft carrier. The destroyer delivered the vaccine to the carrier,
preventing a shipboard epidemic. In September 1944, United States Army Air
Forces planes dropped food to starving French citizens; in May 1945, B-17s
delivered food to hungry people in the Netherlands during Operation CHOWHOUND.
2.10.3. Humanitarian efforts continued after the Air Force became a
separate service and through the ensuing decades
During Operation SAFE HAVEN I and II, in 1956
and 1957, the Military Air Transport Service 1608th Air Transport Wing,
Charleston Air Force Base South Carolina, and 1611th Air Transport Wing,
McGuire Air Force Base New Jersey, airlifted over 10,000 Hungarian refugees to
the United States. President Eisenhower approved asylum for the refugees who
fled Hungary after Soviet forces crushed an anticommunist uprising there. In
May 1960, earthquakes followed by volcanic eruptions, avalanches, and tidal
waves ripped through southern Chile, leaving nearly 10,000 people dead and a
quarter of a million homeless. The United States Department of Defense and
State Department agreed to provide assistance. During the month-long Amigos
Airlift, the 63d Troop Carrier Wing from Donaldson Air Force Base South
Carolina and the 1607th, 1608th, and 1611th Air Transport Wings airlifted over
1,000 tons of material to the stricken area.
2.10.4. America's commitment to South Vietnam led to many relief flights
to that country during the 1960s and 1970s. In November 1964, three typhoons
dumped 40-plus inches of rain on the country's central highlands, killing 7,000
people and destroying 50,000 homes. HH-43F helicopters from Detachment 5,
Pacific Air Rescue Center, plucked 80 Vietnamese from rooftops and high ground
in the immediate aftermath of the storms. Over the next 2 months, various Air
Force units moved more than 2,000 tons of food, fuel, boats, and medicine to
the ravaged area. Less than a year later, in August 1965, fighting in Da Nang
displaced 400 orphaned children. To move them out of harm s way, 315th Air
Division C-130s airlifted the orphans to Saigon. In 1975, following the fall of
Cambodia and South Vietnam to Communist forces, transports from 11 Air Force
wings and other units airlifted more than 50,000 refugees to the United States.
This airlift, which included Operations BABYLIFT, NEW LIFE, FREQUENT WIND, and
NEW ARRIVALS, was the largest aerial evacuation in history. In addition to
refugees, Air Force units also moved 5,000 relief workers and more than 8,500
tons of supplies.
2.10.5. Aside from the Vietnamese evacuation of the 1970s and the Berlin
airlift in the late 1940s, the most significant humanitarian airlift operations
took place in the 1990s. In 1991, following the Persian Gulf War, Iraqi leader
Saddam Hussein attacked the Kurdish population in northern Iraq. In response to
the unfolding human tragedy, Air Force transports in support of Operation
PROVIDE COMFORT provided more than 7,000 tons of blankets, tents, food, and
more to the displaced Kurds, and airlifted thousands of refugees and medical
personnel. Operation SEA ANGEL, in which the Air Force airlifted 3,000 tons of
supplies to Bangladesh, followed a 1991 typhoon. Operation PROVIDE HOPE in 1992
and 1993 provided 6,000 tons of food, medicine, and other cargo to republics of
the former Soviet Union. In 1994, the Air Force carried 3,600 tons of relief
supplies to Rwandan refugees in war-torn central Africa.
2.11. Post-Vietnam Conflicts:
2.11.1. Operation URGENT
FURY, Grenada (1983):
2.11.1.1. In October 1983, a military coup on the tiny Caribbean island
nation of Grenada aroused United States attention. Coup leaders arrested and
then assassinated Prime Minister Maurice Bishop, imposed a 24-hour
shooton-sight curfew, and closed the airport at Pearls on the east coast, about
12 miles from the capital of St. George s, located on the opposite side of the
island. President Ronald W. Reagan, who did not want a repetition of the
Iranian hostage crisis a few years earlier, considered military intervention to
rescue hundreds of United States citizens attending medical school on the
island.
2.11.1.2. Twenty-six Air Force wings, groups, and squadrons supported the
invasion by 1,900 United States Marines and Army Rangers. Airlift and special
operations units from the Military Airlift Command comprised the bulk of the
Air Force fighting force. AC-130 gunships in particular proved their worth
repeatedly, showing more versatility and accuracy than naval bombardment and
land artillery. Several Air Force enlisted personnel were among 10 Air Force
Grenada veterans cited for special achievement who received special praise for
their efforts. Among them, Sergeant Charles Tisby, a loadmaster, saved the life
of an unidentified paratrooper in his aircraft. When his C-130 banked sharply
to avoid antiaircraft fire, one paratrooper's static line fouled and left the
trooper still attached to the aircraft. Tisby, with the help of paratroopers
still on board, managed at significant personal risk to haul the man back in.
2.11.2. El Dorado Canyon,
Libya (1986):
2.11.2.1. In 1969, a group of junior
military officers led by Muammar Qadhafi overthrew the pro-Western Libyan Arab
monarchy. By the mid-1980s, Libya was one of the leading sponsors of worldwide
terrorism. In addition to subversion or direct military intervention against
other African nations and global assassinations of anti-Qadhafi Libyan exiles
and other state enemies, Qadhafi sponsored terrorist training camps within
Libya and supplied funds, weapons, logistical support, and safe havens for
numerous terrorist groups.
2.11.2.2. Between January 1981 and April
1986, terrorists worldwide killed over 300 Americans and injured hundreds more.
With National Security Decision Directive 138 signed on 3 April 1984, President
Reagan established in principle a United States policy of preemptive and
retaliatory strikes against terrorists. On27 December 1985, terrorists attacked
passengers in the Rome and Vienna airports. Despite the strong evidence that
connected Libya to the incident, the United States administration determined
they did not have sufficient proof to order retaliatory strikes against Libya.
President Reagan imposed sanctions against Libya, publicly denounced Qadhafi
for sponsoring the operation, and sent the 6th Fleet to exercise off the coast
of Libya.
2.11.2.3. In Berlin, 5 April 1986, a large
bomb gutted a discotheque popular with United States service members. This time
President Reagan had the evidence he sought. On 9 April, he authorized an air
strike against Libya and attempted to obtain support from European allies.
Great Britain gave permission for the United States Air Force to use British
bases; however, the governments of France and Spain denied permission to fly
over their countries, thereby increasing the Air Force's round trip to almost
6,000 miles. By 14 April 1986, all Air Force forces were gathered and ready.
2.11.2.4. Politically, the raid against
the terrorist state was extremely popular in the United States and almost
universally condemned or regretted by the United States' European allies who
feared that the raid would spawn more violence. The operation spurred Western
European governments to increase their defenses against terrorism and their
intelligence agencies began to share information. The Air Force was saddened by
the loss of an F-111F crew, but the loss of one out of over a 100 aircraft used
in the raid statistically was not a high toll. Despite the high abort rate,
collateral damage, and loss of innocent lives after a flight of more than 6
hours and in the face of strong enemy opposition the Air Force successfully hit
three targets previously seen only in photographs.
2.11.3. Operation JUST CAUSE,
Panama (1989):
2.11.3.1. Since Panama's declaration of
independence from Colombia in 1903, the United States has maintained a special
interest in this small Central American country. The United States controlled
and occupied the Panama Canal Zone, through which they built a 40-mile long
canal to connect the Atlantic and Pacific Oceans. President Woodrow Wilson
formally opened the canal on 12 July 1915. Political and domestic conditions in
Panama remained stable until 1968, when a military ruler deposed the country's
president. A new treaty took effect 1 October 1979, granting Panama complete
control of the canal and dictating withdrawal of United States military forces
by 1 January 2000.
2.11.3.2. A 1981 leadership struggle
culminated in 1983; General Manuel Noriega prevailed. Noriega maintained ties
with the United States intelligence community, furnishing information on Latin
American drug trafficking and money laundering, while at the same time engaging
in such activities. By 1987, brutal repression of his people was enough for the
United States Senate to issue a resolution calling for the Panamanians to oust
him. Noriega in turn ordered an attack on the United States Embassy, causing an
end to United States military and economic aid. In 1988, a Miami federal grand
jury indicted Noriega on drug-trafficking and money-laundering charges. Noriega
intensified his harassment against his own people and all Americans. By 1989,
President George H. W. Bush decided to invade Panama.
2.11.3.3. All four branches of the United
States Armed Forces played a role in Operation JUST CAUSE. Air Force participation
included elements of 18 wings, 9 groups, and 17 types of aircraft. On the first
night of the operation, 84 aircraft flying 500 feet above the ground dropped
nearly 5,000 troops, the largest nighttime airborne operation since World War
II. The airdrop also featured the first Air Force personnel use of night vision
goggles during a contingency.
2.11.3.4. Operation JUST CAUSE was the
largest and most complex air operation since Vietnam and involved more than 250
aircraft. American forces eliminated organized resistance in just 6 days.
Manuel Noriega surrendered 3 January 1990 and was flown to Miami Florida to
face trial. Less than a year later, many of the same Airmen that made Operation
JUST CAUSE a resounding success would build and travel another, larger air
bridge during Operation DESERT SHIELD.
Section 2E Gulf War,
Military Operations (1991-2003), and Iraq and Afghanistan
2.12. Gulf War I (1990):
2.12.1. Persian Gulf War and
Subsequent Operations:
2.12.1.1. The Gulf War was no surprise to
anyone except perhaps Saddam Hussein. After prevailing in an 8-year war with
Iran that was so costly this war nearly led to a military coup, Saddam Hussein
invaded and attempted to annex the small, oil-rich nation of Kuwait on 2 August
1990. During his occupation of the country, he plundered it and brutalized the
population. The invasion put Iraq, with the fourth largest Army in the world
and an extensive program to develop nuclear weapons, on the doorstep of Saudi
Arabia with vast petroleum reserves. If the Saudis also fell to Iraq, the
dictator would control 50 percent of the world's oil.
2.12.1.2. The United States sought and
received a United Nations sanction to act against Iraq and joined 27 other
nations to launch Operation DESERT SHIELD, a massive military buildup in Saudi
Arabia near the border of Iraq, aimed first at deterring Saddam Hussein from
aggression against the Saudis and then to prepare the way for a counter
invasion, if necessary. United States President George Bush demanded the
immediate withdrawal of Iraqi forces from Kuwait. Saddam believed that, since
Vietnam, the American public lacked the stomach for war. For more than 6 months
he alternated between defiance and vague promises of compliance.
2.12.2. Operation DESERT
SHIELD and Operation DESERT STORM, Kuwait and Iraq (1990-1991):
2.12.2.1. By the time President Bush launched Operation DESERT SHIELD, the
United States Air Force and the sister services had moved a considerable
distance toward a unified conventional warfighting capability. The defensive
deployment in itself was an impressive accomplishment. On 8 August 1990, 24
F-15Cs landed in Saudi Arabia after taking off 15 hours earlier from Langley
Air Force Base Virginia, some 8,000 miles away. Within 5 days, C-5 and C-141
airlifters had escorted in five fighter squadrons, an airborne warning and
control system contingent, and an airborne brigade: 301 planes altogether. On
21 August, Secretary of Defense Richard Cheney announced that sufficient force
was in place to defend Saudi Arabia. A month into the crisis, 1,220 Allied
aircraft were in theater and combat ready. When Saddam Hussein missed the final
deadline to withdraw his troops from Kuwait, Operation DESERT STORM began 15
January 1991.
2.12.2.2. Within the first 24 hours of Desert Storm, the air war
was essentially won.
The Iraqi air force hardly showed their face. Having established air dominance,
coalition air forces turned their attention to entrenched ground forces,
pounding them into a frightened mass ready to surrender to the first allied
troops they saw. In the final stages of the air war, the Air Force began tank
plinking, or destroying Iraqi tanks on the ground one at a time (Figure 2.8).

Figure 2.8. Loading an A-10.
2.12.2.3. Maintenance was a key to the air campaign success. Air Force
historian Dr. Richard Hallion said, From the suppliers
to the line crews sweating under the desert sun, the coalition's maintainers
worked miracles, enabling ever-higher sortie rates as the war progressed
essentially, a constant surge. Not all enlisted Airmen worked on maintenance
crews. In addition to traditional enlisted functions, there were new duties,
some of which were quite high tech. Two less known jobs were electronic
emissions collection and analysis, undertaken with electronic warfare officers
and airborne intelligence technicians. Electronic intelligence was
characterized by long hours of work on station and meticulous, patient review
of enemy transmissions, shot through with brief but urgently explosive moments
when life or death information was quickly transmitted to the right people.
2.12.2.4. On 28 February 1991, scarcely 48 hours after the air war ended and
the land invasion took center stage, Iraq surrendered to the coalition. In the
43-day war, the Air Force was, for the first time in modern combat, the equal
partner of land and sea power. The Air Force went into the Gulf talking in cold
war terms about air superiority and sustainable casualties and came out
trumpeting air supremacy with minimum casualties. Within 6 months, 27 September
1991, strategic bomber crews were ordered to stand down from their decades-long
round-the-clock readiness for nuclear war. The Cold War was officially over, a
new world had arrived, and the role of enlisted Airmen changed.
2.13. Operations PROVIDE COMFORT and NORTHERN WATCH,
Iraq (1991-2003):
2.13.1. When the American-led
international coalition bombed Iraq and drove the forces of Iraq from Kuwait in
1991, Saddam Hussein's power was weakened. Rebellious Kurds in northern Iraq,
whom Hussein brutally suppressed with chemical weapons 3 years earlier,
launched an uprising in early March 1991. When Iraqi government troops defeated
the rebellion a month later, threatening to repeat the massacres of the past,
more than a million Kurds fled to Iran and Turkey. Hundreds of thousands more
gathered on cold mountain slopes on the Iraqi-Turkish border. Lacking food,
clean water, clothing, blankets, medical supplies, and shelter, the refugees
suffered enormous mortality rates.
2.13.2. On 3 April 1991, the United
Nations Security Council authorized a humanitarian relief effort for the Iraqi
Kurds. During the first week in April, the United States organized a combined
task force for Operation PROVIDE COMFORT. About 600 pallets of relief supplies
were delivered per day, but airdrops alone proved inadequate. Moreover, the
operation failed to address the root of the problem. The refugees could not
stay where they were, and Turkey, faced with a restless Kurdish population of
their own, refused to admit them in large numbers. Operation PROVIDE COMFORT,
therefore, evolved into a larger-phased operation for American ground troops.
2.13.3. After 1993, Saddam Hussein rarely
challenged coalition aircraft patrolling the no-fly zones, but United States
units remained wary. On 14 April 1994, two American F-15s patrolling the
northern no-fly zone accidentally shot down two UH-60 Black Hawk helicopters,
killing 26 people, including 15 Americans. Misidentifying the helicopters as
hostile, the F-15 pilots failed to receive contrary information from either the
helicopters or an orbiting E-3 aircraft. The friendly fire incident aroused
negative public opinion and a demand for changes to prevent such accidents in
the future.
2.13.4. Phase II of Operation PROVIDE
COMFORT ended in December 1996, thanks largely to infighting among Kurdish
factions vying for power. When one Kurdish group accepted Iraqi backing to
drive another from the northern Iraqi city of Irbil, United States transports
participating in Operations QUICK TRANSIT I, II, and III airlifted many
displaced Kurds to safe areas in Turkey. During Operation PACIFIC HAVEN, 7,000
refugees proceeded to Guam for settlement in the United States.
2.13.5. Operation NORTHERN WATCH, which
began 1 January 1997 with an initial mandate of 6 months, succeeded Operation
PROVIDE COMFORT. Operation NORTHERN WATCH officially ended 17 March 2003, 2
days before Operation IRAQI FREEDOM began.
2.14. Operation SOUTHERN WATCH, Iraq (1992-2003):
2.14.1. On 26 August 1992, to discourage
renewed Iraqi military activity near Kuwait, President George H. W. Bush
announced a no-fly zone in southern Iraq in support of United Nations Security
Council Resolution 688, Operation
SOUTHERN WATCH.
2.14.2. The resolution protected Shiite
Muslims under aerial attack from the Iraqi regime of Saddam Hussein in the
aftermath of Operation DESERT STORM and enforced other United Nations sanctions
against Iraq. The Iraqi regime complied with the restrictions of the no-fly
zone until 27 December 1992. F-16s shot down one Iraqi MiG-25 and chased a
second aircraft back across the border.
2.14.3. Less than a month later, Air Force
aircraft attacked surface-to-air missile sites threatening coalition aircraft.
In June, the United States launched cruise missile strikes against the Iraq
Intelligence Service Headquarters in Baghdad as retaliation for the planned
assassination of former United States President George Bush during an April
1993 visit to Kuwait.
2.14.4. In October 1994, Iraqi troops,
including elite Republican Guard units, massed at the Kuwaiti border. The
United States responded with Operation VIGILANT WARRIOR, the introduction of
thousands of additional United States Armed Forces personnel into the theater.
Operation SOUTHERN WATCH became the United States Air Force test for the Air
and Space Expeditionary Force concept in October 1995, when a composite unit
designed to replace temporarily a United States Navy carrier air wing leaving
the gulf area arrived to support flying operations. The Air and Space
Expeditionary Force arrived fully armed and began flying within 12 hours of
landing. The Air and Space Expeditionary Force concept proved sound. Additional
Air and Space Expeditionary Forces have since deployed to support Operation
SOUTHERN WATCH.
2.14.5. In 1997, in response to Iraqi
aggression against Kurdish rebels in northern Iraq, President William Clinton
expanded the Operation SOUTHERN WATCH no-fly zone to the 33d parallel, just
south of Baghdad. The expansion meant that most of Iraqi airspace fell into
no-fly zones.
2.14.6. One of the most important
improvements in both flying operations and the quality of life for members
resulted directly from the 1996 bombing at Khobar Towers, Dhahran Air Base. In
the aftermath, the Air Force reviewed their entire security police, law
enforcement, and force protection programs. In 1998, the Air Force reorganized
existing security police units into new security forces groups and squadrons
that trained and specialized in all aspects of force protection, including
terrorist activity and deployed force security. Operation SOUTHERN WATCH
officially ended 26 August 2003.
2.15. Operations PROVIDE
RELIEF, IMPRESSIVE LIFT, and RESTORE HOPE Somalia (1992-1994).
In 1992, America's armed forces took part in
several major humanitarian operations across the globe. One of those places was
Somalia. Refer to Chapter 1 Enlisted Heritage paragraph 1.17 for information on
enlisted Airman's involvement with these operations.
2.16. Operation UPHOLD
DEMOCRACY, Haiti (1994):
2.16.1. The United States decided to intervene in Haiti on 8 September
1994. The United States Atlantic Command developed two different Operation UPHOLD
DEMOCRACY plans: one for forcible entry and the other for passive entry. United
States Air Force planners worked through evolving variations, not knowing which
plan would be implemented. At nearly the last minute, a diplomatic proposal
that former President James (Jimmy) E. Carter offered persuaded the military
leader in Haiti to relinquish control. The unexpected decision caused a mission
change from invasion to insertion of a multinational peacekeeping force. On 19
September 1994, the Joint Chief of Staff directed execution of the
passive-entry plan. For the Air Force, this meant activating an aerial force of
more than 200 aircraft: transports, special operations, and surveillance planes.
2.16.2. United States Air Force participation effectively ended 12 October
1994 when resupply of United States forces became routinely scheduled airlift
missions and deployed aircraft and crews returned home. On 15 October 1994, the
Haitian president returned to his country, the beneficiary of a strong United
States response to an oppressive dictator. As in Panama, the Air Force brought
to bear an overwhelming force of fighters, command and control aircraft,
gunships and other special operations aircraft, reconnaissance airplanes,
aerial refueling tankers, and thousands of troops aboard the airlift fleet of
strategic and tactical aircraft. The successful adaptation to the last-minute
change in mission, from military invasion force to airlifting peacekeeping
troops, was a major indicator of the flexibility airpower offers United States
military and political leaders in fulfilling foreign policy objectives.
2.17. Operation PROVIDE PROMISE, Sarajevo and
Bosnia-Herzegovina (1992-1996):
2.17.1. By 1991, the collapse of communism in Eastern Europe and the
Soviet Union, coupled with the disintegration of the Soviet Union itself,
dissolved the political cement that bound ethnically diverse Yugoslavia into a
single nation. Freed from the threat of external domination, Roman Catholic
Slovenia and Croatia declared their independence from the Yugoslav federation
dominated by Eastern Orthodox Serbia. In early 1992, predominantly Muslim
Bosnia-Herzegovina (Bosnia) also severed ties to the Federation. Fearing their
minority status, armed Serbs within Bosnia began forming their ethnic state by
seizing territory and, in the spring, besieging the Bosnian capital of Sarajevo.
2.17.2. In April 1992, the United States recognized Bosnia's independence
and began airlifting relief supplies to Sarajevo. On 3 July 1992, the United
States designated operations in support of the United Nations airlift Operation
PROVIDE PROMISE and United States Air Forces in Europe C-130s began delivering
food and medical supplies.
2.17.3. Most United States Air Force missions flew out of Rhein-Main Air
Base in Frankfurt, Germany. C-130s from the 435th and 317th Airlift Wings flew
the initial Operation PROVIDE PROMISE missions, but over the course of the
operation, Air Force Reserve, Air National Guard, and Regular Air Force units
rotated from the United States on 3-week deployments. Although the United
States was only one of at least 15 countries airlifting relief supplies to
Sarajevo, by the end of 1992, United States airplanes had delivered more than
5,400 tons of food and medical supplies.
2.17.4. Inaugurated during the Bush administration, Operation PROVIDE
PROMISE expanded significantly after President Clinton took office. He acted in
response to continued attacks by Bosnian Serbs on Sarajevo and on the relief
aircraft themselves. A secondary mission, Operation PROVIDE SANTA, took place
in December 1993 when C-130s dropped 50 tons of toys and children's clothes and
shoes over Sarajevo. A month later, an Operation PROVIDE PROMISE C-130 was the
first United States Air Force aircraft to suffer damage from the operation when
strucked by an artillery shell at the Sarajevo airport. Despite the fact there
were no injuries and the damage was minor, the United Nations suspended flights
for a week.
2.17.5. On 14 December 1995, warring factions signed peace accords at
Wright-Patterson Air Force Base Ohio. The last humanitarian air-land delivery
into Sarajevo took place on 4 January 1996. During the 3 year operation,
aircraft supporting the United Nations-relief operation withstood 279 incidents
of ground fire.
2.18. Operation DENY FLIGHT, Bosnia (1993-1995):
2.18.1. North Atlantic Treaty Organization (NATO) Operation DENY FLIGHT
was an effort to limit the war in Bosnia through imposition of a no-fly zone
over the country. There was only one non-American in the NATO Operation DENY
FLIGHT command chain, although many other nations participated, including the
United Kingdom, France, the Netherlands, Spain, Germany, and Turkey.
2.18.2. Over the first 18 months of Operation DENY FLIGHT, the operation s
mission expanded and aircraft engaged
United Nations resolution violators. On 28
February 1994, NATO aircraft scored the first aerial combat victories in their
45-year history. Two United States Air Force F-16s from the 526th Fighter
Squadron intercepted six Bosnian Serb jets and shot down four.
2.18.3. Despite NATO actions, Operation DENY FLIGHT did not stop the
Bosnian Serb attacks or effectively limit the war. Bosnian Serbs often took
members of lightly armed United Nations forces hostage to compel NATO to
discontinue airstrikes. In May 1995, Operation DENY FLIGHT aircraft struck a
munitions depot, after which Bosnian Serbs took 370 United Nations soldiers
hostage. The United Nations vetoed further strikes. In June, Bosnian Serbs shot
down a United States Air Force F-16 patrolling over Bosnia.
2.18.4. Operation DELIBERATE FORCE served notice to Bosnian Serb forces
that they would be held accountable for their actions. Airstrikes came not only
against targets around Sarajevo, but also against Bosnian Serb targets
throughout the country. The results were dramatic. Operation DELIBERATE FORCE
marked the first campaign in aerial warfare where precision munitions
outweighed conventional bombs. The incessant air campaign, with only a few days
respite in early September, as well as ground advances by Croatian and other
forces against the Serbs, garnered the desired results. On 14 September, the
Serbs agreed to NATO terms and the bombing stopped.
2.18.5. Operation DELIBERATE FORCE officially ended 21 September 1995 with
the December signing in Paris of peace accords among the warring parties.
Operation JOINT ENDEAVOR, whose mission was to implement the agreements, were
replaced in 1996.
2.19. Operation ALLIED FORCE, Kosovo (1999):
2.19.1. The conclusion of Operations DELIBERATE FORCE and DENY FLIGHT did
not mean the end to strife in the region. After revoking the province of
Kosovo's autonomy in 1989, the Serbian government slowly began to oppress the
ethnic Albanian population. That oppression eventually turned to violence and
mass killings, and the international community began to negotiate with Serbian
leaders in the spring of 1998 for a solution acceptable to all parties. The
Serbs, led by President Slobodan Milosevic, considered the matter an internal
one. A final effort to negotiate a settlement began in January 1999 at
Rambouillet, France, but talks broke down following a large offensive against
Albanian civilians in March.
2.19.2. To prevent a repeat of the ethnic cleansing that took place in
Bosnia, on 24 March 1999 NATO forces began flying operations to force Serbia to
accept NATO terms to end the conflict in Kosovo. Named Operation ALLIED FORCE,
NATO leaders hoped a few days of airstrikes to demonstrate NATO's resolve would
force Milosevic to capitulate. That was not the case and took 78 days with more
than 38,000 sorties for NATO to secure their objective.
2.19.3. The primary factor in the conclusion of Operation ALLIED FORCE was
NATO's unity and resolve. NATO was tough and became progressively tougher
throughout the campaign. This lesson was clear to Milosevic, who had hoped he
could outwait NATO. In addition, the precision and the persistence of the air
campaign were fundamental factors in convincing Milosevic to end the fight. The
air campaign started slowly but gathered momentum as the air campaign went on
and became increasingly damaging to Milosevic's entire military infrastructure,
not just the forces in the field in Kosovo, but throughout the entire country.
2.20. Operations NOBLE EAGLE and ENDURING FREEDOM:
2.20.1. Four unprecedented acts of violence in three locations spreading
from New York City to western Pennsylvania to Washington, District of Columbia
on 11 September 2001 left thousands dead, thousands more grieving, and a nation
wondering what would happen next. This fanatical hatred carried out by a hidden
handful manifested and exploded, causing two of the world's tallest buildings
to crumble, scarring the nation's military nerve center, and forcing the
President of the United States aboard Air Force One to seek safe haven. Following
the attacks on the World Trade Center, the Air Force community realized the
depth and scope of the hatred. In the days that followed, stories circulated of
service members and civilians pulling comrades from burning buildings, fighting
fires, providing medical attention, and volunteering to do whatever they could.
2.20.2. The Air Force responded quickly to the attack. The day of the
attack, American fighter aircraft began combat air patrols in the skies of
America in support of Operation NOBLE EAGLE. Six months later, North American
Aerospace Defense Command, with more than 100 Air National Guard, Air Force
Reserve, and Regular Air Force fighters from 26 locations, continued to monitor
American airspace. More than 80 percent of the pilots flying Operation NOBLE
EAGLE missions belonged to the Air National Guard. Nearly as many Air Force
Reserve, Air National Guard, and active duty members (more than 11,000)
deployed to support Operation NOBLE EAGLE (Figure 2.9) as for the other thrust
of the United States response to the attack, Operation ENDURING FREEDOM.

Figure 2.9. C-17 in Afghanistan.
2.20.3. Operation ENDURING FREEDOM would take the fight to the Nation's enemies overseas, most notably Afghanistan, an
impoverished country where the United States focus was twofold: provide
humanitarian airlift to the oppressed people of Afghanistan and conduct
military action to root out terrorists and their supporters. When the Taliban,
Afghanistan's ruling government, refused President George W. Bush's demand that
suspected terrorists be turned over and all terrorist training camps closed,
the President ordered United States forces to the region. Approximately 350
United States aircraft, including B-1 and B-52 bombers, F-15 and F-16 fighters,
special operations aircraft, RQ-1B and RQ-4A unmanned aerial vehicles, and Navy
fighters, deployed to bases near Afghanistan, including some in the former
Soviet Union. On 7 October 2001, following continued Taliban refusal to hand
over suspected terrorists, United States, British, and French aircraft began a
sustained campaign against terrorist targets in Afghanistan.
2.20.4. Working closely with United States special operations troops and
Afghan opposition forces, airpower employed precision weapons to break the
Taliban's will and capacity to resist. Organized resistance began to collapse
in mid-November, and the Taliban abandoned the last major town under their
control, Kandahar, in December 2001. In addition to strike operations, the Air
Force flew humanitarian relief, dropping nearly 2.5 million humanitarian
rations.
2.21. Operation ANACONDA.
One of the most crucial joint combat operations
in Afghanistan was Operation ANACONDA, designed and executed to remove the last
remaining organized Taliban resistance. Operation ANACONDA, conducted in the Shahikot
Valley of Afghanistan during early March 2002, was a complex battle fought in
rugged mountainous terrain under difficult conditions. The battle ended as an
American victory at the cost of eight United States military personnel killed
and more than 50 wounded. But the difficult early stages of the battle provide
insights for thinking about how to organize, train, and equip United States forces
for future joint expeditionary operations and how to pursue transformation.
Refer back to Chapter 1, Air Force Heritage paragraphs 1.19.4 to 1.19.6 for the
enlisted perspective for this operation.
2.22. Operation IRAQI
FREEDOM:
2.22.1. The primary political goal of Operation IRAQI FREEDOM was to
create "a stable Iraq, with their territorial integrity intact and a broad
based government that renounces Weapons of Mass Destruction development and
use, and no longer supports terrorism or threaten their neighbors." Based
on that primary objective, the combined force commander's top three objectives
were to "defeat or compel capitulation of Iraqi forces, neutralize regime
leadership, and neutralize Iraqi theater ballistic missile/ Weapons of Mass Destruction
delivery systems." For some additional information on the enlisted
perspective for this operation refer back to Chapter 1, Air Force Heritage
paragraphs 1.19.7 to 1.19.9.
2.22.2. Meanwhile, British forces took Basra, control of which was
essential to delivering humanitarian aid. American commanders declared Saddam s
regime was no longer in control of Baghdad on 9 April. Before the city fell,
jubilant crowds toppled a 40-foot statue of Saddam. Iraq's science advisor
surrendered to United States forces, the first on the 55 most-wanted leaders
list issued by the coalition.
2.22.3. In a speech delivered on 2 May 2003 aboard the aircraft carrier
USS Abraham Lincoln, President Bush announced victory in
Iraq. The President's announcement was based on an assessment given to him 3
days earlier by General Tommy Franks, the top United States military commander
in the Gulf. Meanwhile, in a speech delivered by Secretary of the Air Force
James G. Roche on 25 April 2003 to attendees of the Command Chief Master
Sergeant Conference in Gunter Annex, Maxwell Air Force Base Alabama, Secretary
Roche assessed how United States combat air forces performed during Operation
IRAQI FREEDOM. Secretary Roche mentioned that in the past month in Iraq,
coalition forces liberated an oppressed people and began the process of
rebuilding a very different tribal and political climate.
2.23. Iraq and Afghanistan:
2.23.1. Operation ENDURING FREEDOM in Afghanistan began after the attacks
of September 11, 2001. Small, highlymobile Army, Navy and United States Air
Force special operation forces were inserted deep into the hostile mountains of
Afghanistan to find, capture, and destroy elusive Taliban and Al Qaeda forces.
United States Air Force enlisted personnel played key roles in the attempt to
drive the Taliban out and they were quickly removed from power. But that wasn t
the end of the conflict. Air Force Airmen continued searching for terrorists
hiding in the mountains.
2.23.2. United States Air Force Airmen remained an essential part of
United States military operations worldwide as Operation ENDURING FREEDOM
continued. They established forward assault landing strips, directed close air
support strikes, and recovered downed and wounded personnel. In Iraq, United
States Air Force Airmen, in joint operations with other United States
unconventional forces, and conducted missions that paralyzed 11 Iraqi divisions
making the land drive to Baghdad less difficult.
2.23.3. On July 19, 2003, Technical Sergeant Kevin Whalen, a Tactical Air
Control Party Terminal Attack Controller (Figure 2.10), was supporting an
Afghan Military Forces and United States Special Forces combat patrol in the
Gayan Valley, Afghanistan. The patrol was hit in a well-coordinated ambush by a
numerically superior enemy force. Whalen returned effective fire with an
automatic grenade launcher and remained exposed to enemy fire from three
directions while the rest of the team took cover. The grenade launcher was hit
six times, but Whalen remained at his post. While he was trying to fix the launcher,
Whalen was hit three times: one bullet hit his body armor, another his Gerber
tool and the third struck him in the left arm. Whalen dropped out of the turret
and began first aid to stop the bleeding. At the same time, he recovered his
radio and calmly called in close air support. When the engagement was over,
Whalen insisted that all other wounded be evacuated first so he could keep
control of the close air support. After two days in the hospital, he refused to
stay and went back to the team to continue combat missions. For his actions,
Technical Sergeant Whalen was awarded the Silver Star.
2.23.4. The bombing of the Khobar Towers on 25 June, 1996 drove major
changes in how we conduct Basic Military Training. Since that time, the United
States Air Force has placed a strong emphasis on the preparation of our young
airmen for combat. While the intense training has become longer it also has
shifted to include a deployment phase. In 2005 this deployment phase, was
called the BEAST and places the trainees in an environment similar to those
they may experience once they deploy. In addition to tackling the BEAST, and
the massive obstacle courses, other training includes defending and protecting
their base of operations, directing search and recovery, basic selfaid and
buddy care, they begin leadership training. As deployments continue our airmen
are much more prepared in 2012 as a result of lessons learned at Khobar Towers.

Figure 2.10. Technical Sergeant Whalen on a Humvee in Afghanistan

Figure 2.11. Senior Master Sergeant Colon-Lopez
2.23.5. Senior Master Sergeant Ramon Colon-Lopez, a pararescueman deployed
to Afghanistan March 11, 2004 (Figure 2.11). He was part of an advanced force
operations team and along with elements of the Afghan national strike unit to
capture a high-value target a drug king-pin who was funding terrorism and to
prevent the proliferation of chemical weapons. Colon-Lopez was on an operation
in Afghanistan. Colon-Lopez was on the first of four helicopters, which took
sustained small-arms fire and was seriously damaged as they landed. With rounds
impacting all around him and unsure of the size of the enemy force, he pressed
forward, overrunning enemy positions. His action suppressed enemy fire against
the other three helicopters. Colon-Lopez and the team drove the enemy away. The
raid resulted in two enemy kills, 10 enemy apprehensions and the destruction of
rocket-propelled grenades and small caliber weapons. As a result of this
action, he became one of the first six recipients of the Combat Action medal.
Additionally he received the Bronze Star with Valor for his actions during the
engagement.
2.23.6. Because of budget constraints the United States Air Force reduced
size of the active-duty force in 2007, to roughly 64% of that of the United
States Air Force at the end of the Gulf War in 1991. In 2008 the United States
Air Force went from 360,000 active duty personnel to 330,000 personnel.
Consequently crews flying training hours were also reduced.
2.23.7. In late January 2007, two United States Army Special Forces teams
that included United States Air Force Combat Controllers Technical Sergeant
Bryan Patton and Staff Sergeant David Orvosh responded to help Iraqi police in
Najaf who tried to arrest what they thought were only 30 members of the
fanatical Soldiers of Heaven sect. Instead they were ambushed by about 800
heavily-entrenched insurgents. A large battle ensued and Patton and Orvosh
successfully brought in close air support that strafed and bombed the enemy.
More help arrived and was quickly pinned down, which included Combat Controller
Staff Sergeant Ryan Wallace (Figure 2.12). Thanks to Wallace and several others
their actions would turn the tide of the battle. At a key time in the battle,
Wallace called in a 500-lb laser-guided bomb against the enemy position 100
meters away ( danger close ) and killed or stunned the
40 insurgents in the position. Then, at great risk to their lives Wallace and
two others charged the position and killed the remaining enemy. About 370
insurgents were killed, mostly by air attack, and more than 400 were captured
(including 14 high-value targets). The destruction of this strongpoint proved
to be the turning point in the battle. The three Combat Controllers' actions
were essential to victory in this battle.
2.23.8. The withdrawal of American military forces from Iraq has been a
contentious issue within the United States since the beginning of the Iraq War.
As the war has progressed from the initial 2003 invasion phase to a multi-year
occupation, United States public opinion has turned in favor of troop
withdrawal. In late April 2007, the United States Congress passed a
supplementary spending bill for Iraq that set a deadline for troop withdrawal,
but President Bush vetoed this bill soon afterwards. All United States Forces
were mandated to withdraw from Iraqi territory by 31 December 2011 under the
terms of a bilateral agreement signed in 2008 by President Bush. The United
States troop withdrawal from Iraq was completed on 18 December 2011 early
Sunday morning.

Figure 2.12. Staff Sergeant Ryan Wallace
2.23.9. In March 2013, Technical Sergeant Delorean Sheridan (Figure 2.13.)
was completing a routine pre-brief for a combat control mission at his deployed
location in Wardak Province, Afghanistan. While his team loaded gear into their
vehicles, an Afghan National Police Officer suddenly turned and opened fire
with a truck-mounted machine gun 25 feet away. Simultaneously, 15 to 20
insurgents just outside the village engaged the base with heavy machine
gunfire. With rounds striking and killing his teammates surrounding him,
Technical Sergeant Sheridan closed in on the gunman with a pistol and M-4
Rifle, neutralizing the immediate threat with deadly accuracy. Still under
heavy attack from outside insurgents, Technical Sergeant Sheridan exposed
himself to heavy machine gunfire three more times to drag his wounded teammates
out of the line of fire to a protected casualty collection point. Once his
wounded teammates were pulled to safety, Technical Sergeant Sheridan directed
close air support and surveillance aircraft to pinpoint, engage and eliminate
the additional insurgents. During these efforts, Technical Sergeant Sheridan
also aided in assessing and moving his wounded teammates, while directing the
entrance and exit of six medical evacuation helicopters. Sergeant Sheridan s
calmness and leadership in the face of danger helped saved 23 lives and allowed
for the evacuation of his critically wounded teammates. For these actions,
Technical Sergeant Sheridan was awarded the Silver Star. He also received one
of the Air Force's most prestigious awards, the 2013 Lance P. Sijan United
States Air Force Leadership Award. Lastly he was selected as one of the 12
Outstanding Airmen of the Year for 2014.

Figure 2.13. Master Sergeant Delorean Sheridan
2.23.10. For most United States and NATO forces, the war in Afghanistan
will be over by the end of 2014. The mission of roughly 300 American airmen
could continue for years after the 12-year-old war is technically over. Those
Airmen are helping stand up the Afghan air force, and their mission is expected
to continue until the Afghan air force becomes fully independent in 2017.
President Obama announced on 19 August 2014 that he planned to withdraw the
last American troops from Afghanistan by the end of 2016. Under a new timetable
the 32,000 American troops now in Afghanistan would be reduced to 9,800 after
this year (2014). That number would be cut in half by the end of 2015, and by
the end of 2016, there would be only a vestigial force to protect the embassy
in Kabul and to help the Afghans with military purchases and other security
matters. At the height of American involvement, in 2011, the United States had
101,000 troops in the country. Besides carrying out operations against the
remnants of Al Qaeda, the troops that stay behind will train Afghan security
forces. But from 2015 onward, they will be quartered at Bagram Airfield and in
Kabul, the capital. While they will be supplemented by NATO troops, alliance
members should follow America's lead in pulling out by the end of 2016. The
shift in focus is from Al Qaeda in Afghanistan and Pakistan to Al Qaeda threats
that have sprung up from Syria to Nigeria. We will go
from the United States-led Operation ENDURING FREEDOM to NATO's Operation
RESOLUTE SUPPORT.
2.23.11. The Air Force Cross is awarded to United States and Foreign
military personnel and civilians who have displayed extraordinary heroism in
one of the following situations: while engaged in action against a U.S. enemy,
while engaged in military operations involving conflict with a foreign force,
or while serving with a Friendly nation engaged in armed conflict against a
force in which the United States is not a belligerent party. The Air Force
Cross is awarded when the heroic actions fall just short of warranting the
Congressional Medal of Honor. A complete listing of recipients with a brief,
chronological account of their heroic events leading to their decoration is
located at http://afehri.maxwell.af.mil/pages/afcross/afcross.htm
2.24. Conclusion.
From the skies over the Rio Grande to those
over Iraq and Afghanistan nearly 100 years later, air power has evolved from an
ineffective oddity to the dominant form of military might in the world. The
applications and effectiveness have increased with each succeeding conflict; in
World War I air power played a minor role, and in Kosovo the only role. This
chapter looked at the development of air power through the nation s many
conflicts and just a few of the many contributions of enlisted personnel.
Chapter 3
ORGANIZATION
Section 3A Overview
3.1. Introduction.
The Armed Forces of the United States are not
separate and independent parts of the government; rather, they compose one of
the instruments of national policy. Since the birth of the Nation, policies and
directives have been made by civilians assigned to the military and to the
executive and legislative branches of the government. Military leaders do not
make national military policy decisions. Civilian leadership is a key concept
in the military organization, beginning with the President's role as Commander
in Chief. This chapter begins with a discussion of the President's role. The
chapter highlights the structure of the Department of Defense and defines the
roles of the military departments, Joint Chiefs of Staff, unified combatant
commands, and combined commands. Finally, this chapter emphasizes the key
elements of the Department of the Air Force, focuses on force structure and
major commands, and includes a discussion about the structure and functions of
the various lower levels of command and Air Reserve Components. Section 3B Command Authority and Department of Defense
3.2. Commander in Chief.
The United States Constitution establishes the
basic principle of civilian control of the Armed Forces. As Commander in Chief,
the President has final command authority. However, as head of the executive
branch, he is subject to the checks and balances system of the legislative and
judicial branches.
3.3. Department of Defense.
Established by the National Security Act of
1947, the Department of Defense's function is to maintain and employ Armed
Forces. The Department of Defense includes the Office of the Secretary of
Defense; the Joint Chiefs of Staff; the Joint Staff; and the Departments of the
Army, Navy (including the United States Marine Corps), and Air Force.
Furthermore, the Department of Defense includes the unified combatant commands
and forces dedicated to combined commands, defense agencies, and Department of
Defense field activities. As the civilian head of the Department of Defense,
the Secretary of Defense reports directly to the President.
3.4. Secretary of Defense.
The President appoints the Secretary of Defense
with the advice and consent of the Senate. The Secretary of Defense serves as
principal defense policy advisor to the President and is responsible for the
formulation of general defense policy, policy related to all matters of direct
and primary concern to the Department of Defense, and for the execution of
approved policy. The operational chain of command runs from the President to
the Secretary of Defense to the combatant commanders. A specific responsibility
of the Secretary of Defense is providing written policy guidance for Department
of Defense component chief's use to prepare and review program recommendations
and budget proposals. The Secretary's guidance includes national security
objectives and policies, military mission priorities, and the projected levels
for available resources. The Secretary of Defense also provides the Chairman,
Joint Chiefs of Staff with written policy guidance to prepare and review
contingency plans. The Secretaries of the military departments and the
commanders of the combatant commands are provided written guidelines to direct
the effective detection and monitoring of all potential aerial and maritime
threats to the national security of the United States.
3.4.1. The Armed Forces Policy Council.
The Armed Forces Policy Council assists
in matters requiring a long-range view and in formulating broad defense policy.
The council advises the Secretary of Defense on matters of broad policy and
reports on other matters as requested. The council consists of the Secretary of
Defense (Chairman); the Deputy Secretary of Defense; Secretaries of the Army,
Navy, and Air Force; the Chairman, Joint Chiefs of Staff; Under Secretaries of
Defense for Policy and for Acquisition, Technology, and Logistics; the Deputy
under Secretary of Defense for Acquisition and Technology; and the four service
chiefs. Sometimes other departments and agencies in the executive branch are
invited to attend specific meetings.
3.4.2. Under Secretaries of Defense.
There are five Under Secretaries of Defense
(Policy; Comptroller; Personnel and Readiness; Acquisition, Technology and
Logistics; and Intelligence) who assist the Secretary of Defense. The Secretary
of Defense receives staff assistance through a number of special agencies, such
as the Defense Threat Reduction Agency, Security Service, and Defense Logistics
Agency, which provide special skills, expertise, and advice.
3.5. Chairman, Joint Chiefs of
Staff.
Appointed by the President, by and with the
advice and consent of the Senate, the Chairman, Joint Chiefs of Staff is
selected from the officers of the regular components of the Armed Forces. The
Chairman, while so serving, holds the grade of general or, in the case of the
Navy, holds the grade of admiral, and outranks all other officers of the Armed
Forces. However, the Chairman may not exercise military command over the Joint
Chiefs of Staff or any of the Armed Forces. The operational chain of command
runs from the President to the Secretary of Defense to the combatant
commanders. However, a provision of the Goldwater-Nichols Department of Defense
Reorganization Act of 1986 permits the President to authorize communications
through the Chairman, Joint Chiefs of Staff.
Consequently, DoDD 5100.01, Functions of the
Department of Defense and Its Major Components, places the Chairman,
Joint Chiefs of Staff in the communications chain of command. The Chairman,
Joint Chiefs of Staff is the principal military advisor to the President, the
National Security Council, and the Secretary of Defense. Further, the Secretary
of Defense may assign responsibility for overseeing the activities of the
combatant commands to the Chairman, Joint Chiefs of Staff.
3.5.1. Vice Chairman, Joint Chiefs of Staff.
The Vice Chairman, appointed by the President,
by and with the advice and consent of the Senate, is a member of the Joint
Chiefs of Staff, and performs such duties as prescribed by the Chairman, with
the approval of the Secretary of Defense. The Vice Chairman cannot be from the
same Uniformed Service as the Chairman, and serves a tour of 2 years and may be
reappointed for two additional terms. The Vice Chairman serves as the Acting
Chairman in the absence, vacancy or disability of the Chairman.
3.5.2. Senior Enlisted Advisor to the Chairman.
Senior Enlisted Advisor to the Chairman (SEAC)
is a military position within the United States Department of Defense and is
designated the senior noncommissioned officer in the United States Armed
Forces. The SEAC is appointed by the Chairman of the Joint Chiefs of Staff
(CJCS) to serve as an advisor to the Chairman and the Secretary of Defense on
all matters involving joint and combined total force integration, utilization,
health of the force, and joint development for enlisted personnel. The SEAC
also serves as a spokesperson to leaders and organizations on applicable issues
affecting the total enlisted force
3.6. Joint Chiefs of Staff:
3.6.1. Subject to the authority,
direction, and control of the President and the Secretary of Defense, members
of the Joint Chiefs of Staff serve as advisors to the President, Secretary of
Defense, and the National Security Council. They provide the strategic
direction of the Armed Forces. They review major materiel and personnel
requirements of the Armed Forces according to strategic and logistic
requirements and establish joint doctrine. Members of the Joint Chiefs of Staff
are also responsible for the assignment of logistic responsibilities to the
military services, formulation of policies for joint training, and coordination
of military education.
3.6.2. Members of the Joint Chiefs of Staff are the Chairman, Joint
Chiefs of Staff; Vice Chairman, Joint Chiefs of Staff; Chief of Staff, United
States Army; Chief of Naval Operations; Chief of Staff, United States Air
Force; Commandant of the Marine Corps; and Chief of the National Guard Bureau.
The Chairman, Joint Chiefs of Staff presides over the Joint Chiefs of Staff and
furnishes the recommendations and views of the Joint Chiefs of Staff to the
President, National Security Council, or the Secretary of Defense. Other
members of the Joint Chiefs of Staff may also provide advice to these bodies,
when requested. If a member disagrees with an opinion of the Chairman, Joint
Chiefs of Staff, the Chairman, Joint Chiefs of Staff must present this advice
in addition to his or her own. For the service chiefs (United States Army,
Chief of Naval Operations, Chief of Staff, United States Air Force, Commandant
of the Marine Corps), their Joint Chiefs of Staff duties take precedence over
all other duties. Consequently, as the military heads of their respective
services, Joint Chiefs of Staff members delegate many duties to their vice
chiefs of staff while retaining overall responsibility.
3.7. Joint Staff.
The Joint Staff assists members of the Joint
Chiefs of Staff in carrying out their assigned responsibilities of strategic
direction, unified operation of combatant commands, and the integration of all
land, naval, and air forces into an efficient force. By law, the direction of
the Joint Staff rests exclusively with the Chairman, Joint Chiefs of Staff. The
Chairman normally manages the Joint Staff through the Director of the Joint
Staff. The Director of the Joint Staff is selected by the Chairman, after
consultation with other members of the Joint Chiefs of Staff and with the
approval of the Secretary of Defense. The staff's more than 1,500 military and
civilian personnel are composed of approximately equal numbers of officers from
the Army, Navy, and Air Force. Marines make up about 20 percent of the number
allocated to the Navy. The Joint Staff is prohibited from functioning as
a General Staff, and has no executive authority.
3.8. Unified Combatant Commands and Combined Commands:
3.8.1. Unified Combatant Commands.
The President, assisted by the Chairman, Joint
Chiefs of Staff through the Secretary of Defense, establishes unified combatant
commands for the performance of military missions. The Secretary of Defense
assigns military missions through the Unified Command Plan. A unified combatant
command has a broad, continuing mission and is composed of forces from two or
more military departments. The combatant commander deploys, directs, controls,
and coordinates the action of the command's forces; conducts joint training
exercises; and controls certain support functions. Combatant commanders are
responsible to both the Secretary of Defense and the President. Unified
combatant commands are organized geographically or functionally. Geographic
unified combatant commands include the United States European Command, United
States Pacific Command, United States Northern Command, United States Southern
Command, and the United States Central Command. Functional Unified
Combatant Commands include the United States Special Operations Command, United
States Transportation Command, and United States Strategic Command. Once
assigned to a unified combatant command by the Secretary of Defense, a force
cannot be transferred except by authority of the Secretary of Defense or under
special procedures of the Secretary of Defense office with the approval of the
President. All units assigned to a unified combatant command remain under the
combatant command authority of the unified combatant command commander and the
administrative control authority of the respective Service Component Commander.
3.8.2. Combined Commands.
Combined commands consist of forces from more
than one allied nation. Since combined commands are binational or
multinational, their missions and responsibilities (including command
responsibilities) must establish, assign, and conform to binational and
multinational agreements. Normally a combined command operates under the terms
of a treaty, alliance, or bilateral agreement between or among the nations
concerned. The North American Aerospace Defense Command, Combined Forces
Command Korea, and Allied Command Operations are examples of multinational
commands.
3.9. Military Departments.
The military departments consist of the Army,
Navy (including the Marine Corps and, in wartime, the Coast Guard), and the Air
Force. The Service Secretaries are responsible for providing efficiently
organized, trained, and equipped forces to the combatant commanders. Although
operational command of the forces rests with the combatant commanders under the
direction of the Secretary of Defense, the Service Secretaries assist the
Secretary of Defense in managing the administrative, training, and logistic
functions of the military departments. Except in operational matters, the
Secretary of Defense can issue orders to a Service through their Secretary.
Each Service develops and trains their forces to perform functions that support
the efforts of other Services to accomplish the overall military objectives.
The military departments share general and specific functions as outlined
below, and the Air Force has primary functions designed to support the general
and specific functions of the military departments.
3.9.1. General Functions.
The traditional roles and mission of each
branch of Service are commonly referred to as functions. Besides specific
combat roles, they furnish operational forces to unified commands. The
Secretary of Defense and the Joint Chiefs of Staff established the functions of
each branch of the Armed Forces in the Key West Agreement of 1948. The Key West
Agreement was revised in 1953 and again in 1958. The general functions of the
Armed Forces are to:
3.9.1.1. Support and defend the United States Constitution against all
enemies, foreign and domestic.
3.9.1.2. Ensure, by timely and effective military action, the security of
the United States, its possessions, and areas vital to its interests.
3.9.1.3. Uphold and advance the national policies and interests of the
United States.
3.9.2. Specific Functions.
Along with general functions, military
departments also have some specific functions they share. These include, but
are not limited to:
3.9.2.1. Preparing forces and establishing reserves of personnel, equipment,
and supplies for effective prosecution of war and military operations short of
war, and planning for the expansion of peacetime components to meet the needs
of war.
3.9.2.2. Maintaining, in readiness, mobile reserve forces properly
organized, trained, and equipped for deployment in an emergency.
3.9.2.3. Preparing and submitting to the Secretary of Defense budgets for
their respective departments, and justifying (before Congress) budget requests
as approved by the Secretary of Defense.
3.9.2.4. Administering the funds made available for maintaining, equipping,
and training the forces of their respective departments, including those
assigned to unified commands.
3.9.2.5. Assisting each other in accomplishing their respective functions,
including the provision of personnel, intelligence, training, facilities,
equipment, supplies, and services.
Section 3C Department
of the Air Force
3.10. Overview.
Headquarters Air Force and the field units
(identified in paragraph 3.17) comprise the Department of the Air Force. They
are responsible for preparing the air, space and cyber forces necessary for the
effective prosecution of war and military operations short of war for the
expansion of the peacetime components of the Air Force to meet the needs of war.
3.11. Primary Functions of the Air Force.
The primary functions of the Air Force include,
but are not limited to the following:
3.11.1. Organize, train, equip, and provide forces for the conduct of
prompt and sustained combat operations in the air and space specifically,
forces to defend the United States against air and space attack, gain and
maintain air and space supremacy, defeat enemy air and space forces, and
conduct space operations.
3.11.2. Organize, train, equip, and provide forces for strategic air and missile
warfare.
3.11.3. Organize, equip, and provide forces for joint amphibious, space,
and airborne operations, in coordination with the other military Services, and
provide for their training according to joint doctrines.
3.11.4. Organize, train, equip, and provide forces for close air support
and air logistic support to the Army and other forces, as directed, including
airlift, air support, resupply of airborne operations, aerial photography,
tactical air reconnaissance, and air interdiction of enemy land forces and
communications.
3.11.5. Organize, train, equip, and provide forces, as directed, to
operate air and space lines of communications.
3.11.6. Organize, train, equip, and provide forces for the support and
conduct of psychological operations.
3.11.7. Provide equipment, forces, procedures, and doctrine necessary for
effective electronic warfare operations.
3.12. Secretary of the Air Force.
The Secretary of the Air Force is a civilian
appointed by the President, by and with the advice and consent of the Senate.
The Secretary of the Air Force is the head of the Department of the Air Force
and is subject to the authority, control, and direction of the Secretary of
Defense. The Secretary of the Air Force is responsible for recruiting,
organizing, supplying, equipping (including research and development),
training, servicing, mobilizing, demobilizing, and administering personnel
(morale and welfare programs); maintaining, constructing, outfitting, and
repairing military equipment; constructing, maintaining, and repairing
buildings, structures, and utilities; and acquiring real property and interests
in real property necessary to carry out the responsibilities specified in Title
10, United States Code, Section 8013.
3.13. Chief of Staff, United States Air Force.
The Chief of Staff, United States Air Force is
an Air Force general officer appointed for 4 years by the President, by and
with the advice and consent of the Senate. The Chief of Staff, United States
Air Force is subject to the authority, direction, and control of the Secretary
of the Air Force, and presides over the Air Staff. The Chief of Staff, United
States Air Force acts as an agent in carrying out Air Staff approved
recommendations or plans by the Secretary of the Air Force; exercises supervision
consistent with the authority assigned to commanders of unified or specified
combatant commands and organizations of the Air Force as the Secretary
determines. The Chief of Staff, United States Air Force is a member of the
Joint Chiefs of Staff and informs the Secretary of the Air Force regarding
military advice rendered by the Joint Chiefs of Staff on matters affecting the
Department of the Air Force to the extent that such action does not impair the
independence of the Chief of Staff in the performance of his duties as a member
of the Joint Chiefs of Staff.
3.14. Headquarters United States Air Force.
The headquarters of the Air Force consists of
two major entities: the Secretariat (including the Secretary of the
Air Force and the Secretary's principal staff) and the Air Staff headed by the
Chief of Staff.
3.15. Air Staff.
The function of the Air Staff is to assist the
Secretary of the Air Force in carrying out his or her responsibilities. The Air
Staff is composed of the following: (1) Chief of Staff, (2) Vice Chief of
Staff, (3) Deputy Chiefs of Staff, (4) Assistant Chiefs of Staff, (5) Surgeon
General of the Air Force, (6) The Judge Advocate General of the Air Force, (7)
Chief of the Air Force Reserve, (8) other members of the Air Force assigned or detailed
to the Air Staff, and (9) civilian employees in the Department of the Air Force
assigned or detailed to the Air Staff.
3.16. Air National Guard.

The National Guard Bureau is a joint activity
of the Department of Defense, located in the Pentagon. The Air National Guard
is one of the seven Reserve components of the United States Armed Forces that
augment the active components in the performance of their missions. Note: The Air National Guard is not a major command, but is
a component of the Total Force in offensive, defensive, and relief operations.
3.16.1. Mission.
The Air National Guard has both a federal and
state mission. The dual mission, a provision of the United States Constitution,
results in each guardsman holding membership in the National Guard of his or
her state and in the National Guard of the United States.
3.16.2. Federal Mission.
The Air National Guard's federal mission is to
maintain well-trained, well-equipped units available for prompt mobilization
during war and provide assistance during national emergencies (such as natural
disasters or civil disturbances). During peacetime, the combat-ready units and
support units are assigned to most Air Force major commands to carry out
missions compatible with training, mobilization readiness, humanitarian and
contingency operations such as Operation Enduring Freedom in Afghanistan.
3.16.3. State Mission.
When Air National Guard units are not mobilized
or under federal control, they report to the governor of their respective
state, territory (Puerto Rico, Guam, Virgin Islands) or the commanding general
of the District of Columbia National Guard. Each of the 54 National Guard
organizations is supervised by the adjutant general of the state or territory.
Under state law, the Air National Guard provides protection of life, property
and preserves peace, order and public safety. These missions are accomplished
through emergency relief support during natural disasters such as floods,
earthquakes and forest fires; search and rescue operations; support to civil
defense authorities; maintenance of vital public services and counterdrug
operations.
3.16.4. Force Structure.
The primary sources of full-time support for
Air National Guard units are the dual-status military technician and Active
Guard and Reserve personnel. These people perform day-to-day organization,
administration, recruitment, instruction, training and maintenance support to
the unit. By law, dual-status military technicians are civil service employees
of the federal government who must be military members of the unit that employs
them. Technicians train with the unit and are mobilized with the unit when
federalized. Active Guard and Reserve serve under the command authority of
their respective state or territorial governors until mobilized for federal
duty. The Air National Guard has more than 105,000 officers and enlisted people
who serve in 90 flying units and 579 mission support units.
3.17. Field Units.
The Department of the Air Force field units
includes major commands, field operating agencies, and direct reporting units.
3.17.1. Major Commands.
The Air Force is organized functionally in the
United States and geographically overseas. A major command represents a major
Air Force subdivision having a specific portion of the Air Force mission. Each
major command is directly subordinate to headquarters United States Air Force.
Major commands are interrelated and complementary, providing offensive, defensive,
and support elements. An operational command consists (in whole or in part) of
strategic, tactical, space, or defense forces, or of flying forces that
directly support such forces. A support command may provide supplies, weapon
systems, support systems, operational support equipment, combat material,
maintenance, surface transportation, education and training, or special
services and other supported organizations. The major commands in the United
States Air Force include:

3.17.1.1. Air Combat Command
(ACC). Air Combat Command, with headquarters at Langley Air Force Base
Virginia, was created 1 June 1992, which combined its predecessors, Strategic
Air Command and Tactical Air Command.
3.17.1.1.1. Mission. To
support global implementation of national security strategy, ACC operates
fighter, reconnaissance, battle-management and
electronic-combat aircraft. ACC also provides command, control, communications
and intelligence systems, and conducts global information operations.
3.17.1.1.2. Personnel and Resources. The command operates more than 1,300 aircraft, 34 wings, 25 bases,
and has more than 230 worldwide operating locations with 84,000 Regular Air
Force and civilian personnel. These are organized under six Regular Air
Force numbered Air Forces and, when mobilized, one Air Force Reserve
numbered Air Force. When mobilized, the Air National Guard and Air Force
Reserve contribute more than 700 aircraft and 48,000 people to ACC. The Command
also has responsibility for inland search and rescue operations in the 48
contiguous states.
3.17.1.1.3. Organization. As
a force provider and Combat Air Forces lead agent, ACC organizes, trains,
equips and maintains combat-ready forces for rapid deployment and employment
while ensuring strategic air defense forces are ready to meet the challenges of
peacetime air sovereignty and wartime air defense. Additionally, ACC develops
strategy, doctrine, concepts, tactics, and procedures for air and space-power
employment. The command provides conventional and information warfare forces to
all unified commands to ensure air, space and information superiority for
warfighters and national decision-makers. The command can also be called upon
to assist national agencies with intelligence, surveillance and reconnaissance
capabilities. ACC numbered Air Forces provide the air component to United
States Central, Southern and Northern Commands. ACC also augments forces to
United States European, Pacific, Africa-based and Strategic Commands.

3.17.1.2. Air Mobility
Command (AMC). Air Mobility Command, with
headquarters at Scott Air Force Base Illinois, was created 1 June 1992. AMC,
the Air Force component to United States Transportation Command, provides
America's global reach. This rapid, flexible, and responsive air mobility
promotes stability in regions by keeping America's capability and character
highly visible.
3.17.1.2.1. Mission: Air
Mobility Command's is to provide global air mobility ... right effects, right
place, right time. The command also plays a crucial role in providing
humanitarian support at home and around the world. AMC Airmen Regular Air
Force, Air National Guard, Air Force Reserve and civilians provide airlift and
aerial refueling for all of America's armed forces. Many special duty and operational
support aircraft and stateside aeromedical evacuation missions are also
assigned to AMC. United States forces must be able to provide a rapid, tailored
response with a capability to intervene against a well-equipped foe, hit hard
and terminate quickly. Rapid global mobility lies at the heart of United States
strategy in this environment, without the capability to project forces, there
is no conventional deterrent. As United States forces stationed overseas
continue to decline, global interests remain, making the unique capabilities
only AMC can provide even more in demand.
3.17.1.2.2. Personnel and Resources. AMC has nearly 136,000 Regular Air Force and Air Reserve
Component military and civilian personnel. AMC's mobility aircraft include the
C-5 Galaxy, KC-10 Extender, C-17 Globemaster III, C-130 Hercules and
KC-135 Stratotanker. Operational support aircraft are the VC-25 (Air Force
One), C-9, C-20, C-21, C-32, C-37, C-40 and UH-1.
3.17.1.2.3. Organization. AMC
has one numbered Air Force, the 18th Air Force, with headquarters at Scott Air
Force Base, is charged with tasking and executing all air mobility missions.
Units reporting to 18th Air Force include all AMC wings and groups based in the
continental United States, as well as two expeditionary mobility task forces,
the 15th Expeditionary Mobility Task Force at Travis Air Force Base, California
and the 21st Expeditionary Mobility Task Force at McGuire AFB, New Jersey. The
15th and 21st Expeditionary Mobility Task Forces serve as lead agencies for
conducting mobility operations worldwide. They are key to the execution phase
of war fighting by providing worldwide expeditionary mobility support.
3.17.1.2.3.1. The 618th Tanker Airlift Control Center, located at Scott Air
Force Base, also reports to 18th Air Force and serves as the organization's air
operations hub, planning and directing tanker and transport aircraft operations
around the world.
3.17.1.2.3.2. AMC's Regular Air Force bases are: Joint Base Charleston, South
Carolina.; Dover Air Force Base, Delaware.; Fairchild Air Force Base,
Washington.; Grand Forks Air Force Base, North Dakota.; Little Rock Air Force
Base, Arkansas.; MacDill Air Force Base, Florida.; McChord Air Force Base,
Washington; McConnell Air Force Base, Kansas; McGuire Air Force Base, New
Jersey; Pope Field, North Carolina.; Scott Air Force Base, Illinois; and Travis
Air Force Base, California. In addition, the 89th Airlift Wing at Joint Base
Andrews, Maryland; the 19th Air Refueling Group at Robins Air Force Base,
Georgia; and the 317th Airlift Group at Dyess Air Force Base, Texas, are
assigned to AMC.
3.17.1.2.3.3. The U.S. Air Force Expeditionary Center is the Air Force's Center
of Excellence for advanced mobility and combat support training and education.
Located at Joint Base McGuire-Dix-Lakehurst, N.J., the center also has direct
oversight for en route and installation support, contingency response
and partner capacity-building mission sets within the global mobility
enterprise. The center provides administrative control for six wings and two
groups within Air Mobility Command, to include the 87th Air Base Wing and the
621 Contingency Response Wing at Joint Base McGuire-Dix-Lakehurst; the 515 Air
Mobility Operations Wing at Joint Base Pearl Harbor-Hickam, Hawaii; the 521 Air
Mobility Operations Wing at Ramstein AFB, Germany; the 628th Air Base Wing at
Joint Base Charleston, S.C.; the 43rd Air Mobility Operations Group at Pope
Field, N.C.; and 627th Air Base Group at Joint Base
Lewis-McChord, Washinton.

3.17.1.3. Air Force Space
Command (AFSPC). Air Force Space Command, activated 1 September 1982,
is headquartered at Peterson Air Force Base Colorado. AFSPC
provides militaryfocused space and cyberspace capabilities with a
global perspective to the joint warfighting team. AFSPC organizes, equips,
trains and maintains mission-ready space and cyberspace forces and capabilities
for North American Aerospace Defense Command, United States Strategic Command
and other combatant commands around the world.
3.17.1.3.1. Mission. Provide
resilient and affordable space and cyberspace capabilities for the Joint Force
and the Nation.
3.17.1.3.2. Personnel and Resources. The command
comprises approximately 38,000 space and cyberspace professionals assigned to
134 locations worldwide. AFSPC acquires, operates and supports the Global
Positioning System, Defense Satellite Communications System, Defense
Meteorological Satellite Program, Defense Support Program, Wideband Global
SATCOM system, Milstar satellite
communications system, Advanced Extremely High Frequency system, Global
Broadcast Service, the SpaceBased Infrared System, Geosynchronous
Space Situational Awareness Program and the Space Based Space Surveillance
satellite. AFSPC's launch operations include the Eastern and Western ranges and
range support for all launches. The command maintains and operates a worldwide
network of satellite tracking stations, called the Air Force Satellite Control
Network, to provide communications links to satellites.
3.17.1.3.2.1. Ground-based radars used
primarily for ballistic missile warning include the Ballistic Missile Early
Warning System, Upgraded Early Warning Radar System, PAVE Phased Array Warning
System and Perimeter Acquisition Radar Attack Characterization System. The Maui
Optical Tracking Identification Facility, Groundbased Electro-Optical
Deep Space Surveillance System, phased-array and mechanical radars provide
primary space surveillance coverage. New transformational space programs are
continuously being researched and developed to enable AFSPC to stay on the
leading-edge of technology.
3.17.1.3.3. Organization. Fourteenth
Air Force is located at Vandenberg Air Force Base, California, and provides
space capabilities for the joint fight through the operational missions
of spacelift; position, navigation and timing; satellite communications;
missile warning and space control.
3.17.1.3.3.1. Twenty-fourth Air Force is located at Joint Base San Antonio
- Lackland, Texas, and its mission is to provide combatant commanders with
trained and ready cyber forces which plan and conduct cyberspace operations.
The command extends, operates, maintains and defends its assigned portions of
the Department of Defense network to provide capabilities in, through and from
cyberspace.
3.17.1.3.3.2. The Space and Missile Systems Center at Los Angeles Air Force
Base, California, designs and acquires all Air Force and most Department of
Defense space systems. It oversees launches, completes on-orbit checkouts and
then turns systems over to user agencies. It supports the Program Executive
Office for Space on the Global Positioning, Defense Satellite Communications
and MILSTAR systems. Space and Missile Systems Center also supports the Evolved
Expendable Launch Vehicle, Defense Meteorological Satellite and Defense Support
programs and the Space-Based Infrared System.
3.17.1.3.3.3. The Air Force Network Integration Center at Scott Air Force Base,
Illinois, is the Air Force's premier organization for Air Force network
integration, cyber simulation, and network standards, architecture and
engineering services. Through these specialized technical services, Air Force
Network Integration Center supports the nation's warfighters with decisive cyber
capabilities for mission success.
3.17.1.3.3.4. The Air Force Spectrum Management Office, located in Fort Meade,
Maryland, is responsible for planning, providing and preserving access to the
electromagnetic spectrum for the Air Force and selected Department of Defense
activities in support of national policy objectives, systems development and
global operations. Air Force Spectrum Management Office defends and articulates
Air Force spectrum access to regulatory agencies at the joint, national and
international levels, and is responsible for all Air Force spectrum
management-related matters, policy and procedures. Additionally, the agency
oversees the Air Force spectrum management career field and manages the payment
of the approximately $4 million Air Force spectrum fee each year.
3.17.1.3.3.5. AFSPC major installations include: Schriever, Peterson and Buckley
Air Force Bases in Colorado; Los Angeles and Vandenberg Air Force Bases in
California; and Patrick Air Force Base in Florida. Major AFSPC units also reside
on bases managed by other commands in New Mexico, Texas, Illinois, Virginia and
Georgia. AFSPC manages many smaller installations and geographically separated
units in Massachusetts, North Dakota, Alaska, Hawaii
and across the globe.

3.17.1.4. Pacific Air Forces
(PACAF). Pacific Air Forces is headquartered at Joint Base Pearl
Harbor-Hickam, Hawaii. When the North Koreans crossed the 38th parallel on 25
June 1950, Far East Air Forces consisted of 5th Air Force, 13th Air Force, 20th
Air Force, and the Far East Materiel Command. Four years after the Korean War
armistice, Far East Air Forces was redesignated as PACAF and the
headquarters transferred to Hickam Air Force Base.
3.17.1.4.1. Mission. PACAF's
primary mission is to provide United States Pacific Command integrated
expeditionary Air Force capabilities to defend the Homeland, promote stability,
dissuade/deter aggression, and swiftly defeat enemies. PACAF delivers rapid and
precise air, space, and cyberspace capabilities to protect and defend the
United States, its territories and our allies and partners; provides integrated
air and missile warning and defense; promotes interoperability throughout the
area of responsibility; maintains strategic access and freedom of movement
across all domains; and is postured to respond across the full spectrum of
military contingencies in order to restore regional security.
3.17.1.4.2. Personnel and Resources. The command has approximately 45,000 military and civilian
personnel serving in nine strategic locations and numerous smaller facilities,
primarily in Hawaii, Alaska, Japan, Guam and the Republic of Korea.
Approximately 340 fighter and attack aircraft are assigned to the command with
approximately 100 additional deployed aircraft rotating on Guam. PACAF is home
to three of the seven F-22 fighter squadrons currently programmed, and is
already home to the only two C-17 units based outside the continental United
States. PACAF's Airmen are postured to deploy at any given time in support of
the Overseas Contingency Operations, many participating in non-traditional
missions such as convoy and detainee operations.
3.17.1.4.3. Organization. PACAF's
major units are 5th Air Force, Yokota Air Base, Japan; 7th Air
Force, Osan Air Base, Republic of Korea;
11th Air Force, and Elmendorf Air Force Base, Alaska. Major units also include
374th Airlift Wing, Yokota Air Base, Japan; 35th Fighter Wing, Misawa Air Base,
Japan; 18th Wing, Kadena Air Base, Japan (Okinawa); 51st Fighter
Wing, Osan Air Base, Republic of Korea; 8th Fighter Wing, Kunsan Air
Base, Republic of Korea; 3d Wing, Joint Base Elmendorf-Richardson, Alaska;
354th Fighter Wing, Eielson Air Force Base, Alaska; 673d Air Base Wing, Joint
Base Elmendorf-Richardson, Alaska; 15th Airlift Wing, Hickam Air Force Base,
Hawaii; and the 36th Wing, Andersen Air Force Base, Guam.

3.17.1.5. United States Air
Forces in Europe (USAFE). United States Air Forces in Europe is
headquartered at Ramstein Air Base Germany. USAFE originated as the 8th Air
Force in 1942 and flew heavy bombardment missions over the European continent
during World War II. In August 1945, the command was given its current name,
United States Air Forces in Europe.
3.17.1.5.1. Mission. As the
air component for both United States European Command and United States Africa
Command, USAFE-Air Forces Africa executes the Air Force, United States European
Command and United States Africa Command missions with forward-based airpower
and infrastructure to conduct and enable theater and global operations.
USAFE-Air Force Africa directs air operations in a theater spanning three
continents, covering more than 15 million square miles, containing 104
independent states, and possessing more than one-fifth of the world's
population and more than a quarter of the world's gross domestic product.
3.17.1.5.2. Personnel and Resources. More than 35,000 Regular Air Force, Reserve, Air National Guard
and civilian employees are assigned to USAFE-Air Forces Africa. Equipment
assets include about 217 fighter, attack, rotary wing, tanker, and transport
aircraft, and a full complement of conventional weapons.
3.17.1.5.3. Organization. USAFE-Air
Forces Africa consists of one numbered Air Force, seven main operating bases
and 114 geographically separated locations. Third Air Force supports United
States European Command and United States Africa Command as the component
numbered Air Force responsible for maintaining continuous theater-wide
situational awareness and providing the commander of Air Force forces here the
capability to command and control assigned and attached Airmen. The USAFE-Air
Force Africa main operating bases are: Royal Air Force Lakenheath and
Royal Air Force Mildenhall in the United Kingdom; Ramstein and Spangdahlem Air
Bases in Germany; Aviano Air Base, Italy; LajesField in the Azores;
and Incirlik Air Base, Turkey. These bases report to Third Air Force
for day-to-day and contingency operations.

3.17.1.6. Air Education and
Training Command (AETC). Air Education and Training
Command, with headquarters at Joint Base San Antonio-Randolph Texas, was
established 1 July 1993, with the realignment of Air Training Command and Air
University. AETC's role makes it the first command to touch the life of almost
every Air Force member. The 2005 Base Realignment and Closure plan renamed
Randolph Air Force Base, Joint Base San Antonio-Randolph.
3.17.1.6.1. Mission. Recruit,
train and educate Airmen to deliver airpower for America. We take America's
sons and daughters young men and women who have
volunteered to serve their country in a time of war and develop them into
Airmen. Develop denotes more than educating or training them it implies
bringing them to embrace our culture, teaching them (by our example) our core
values of integrity, service before self and excellence in all we do.
3.17.1.6.2. Personnel and Resources. More than 28,000 Regular Air Force members 6,500 Air National
Guard and Air Force Reserve personnel, and 14,000 civilian personnel make up
AETC. The command also has more than 10,000 contractors assigned. AETC flies
approximately 1,390 aircraft.
3.17.1.6.3. Organization. AETC
includes Air Force Recruiting Service, two numbered Air Forces and the Air
University. The command operates 12 major installations and supports tenant
units on numerous bases across the globe. There are also 16 Regular Air Force
and seven Reserve wings.

3.17.1.7. Air Force Materiel
Command (AFMC). Air Force Materiel Command, headquartered at
Wright-Patterson Air Force Base, Ohio, is a major command created July 1, 1992.
The command conducts research, development, test and evaluation, and provides
acquisition management services and logistics support necessary to keep Air
Force weapon systems ready for war.
3.17.1.7.1. Mission. AFMC
equips the Air Force for world-dominant airpower. AFMC delivers war-winning
expeditionary capabilities to the warfighter through development and transition
of technology, professional acquisition management, exacting test and
evaluation, and world-class sustainment of all Air Force weapon systems. From cradle-to-grave,
AFMC provides the work force and infrastructure necessary to ensure the United
States remains the world's most respected Air and Space Force.
3.17.1.7.2. Personnel and Resources. AFMC employs a highly professional and skilled command work force
of some 80,000 military and civilian employees.
3.17.1.7.3. Organization. AFMC
fulfills its mission of equipping the Air Force with the best weapon systems
through the Air Force Research Laboratory and several unique centers which are
responsible for the cradle-tograve oversight for aircraft, electronic systems,
missiles and munitions.

3.17.1.8. Air Force Special
Operations Command (AFSOC). Air Force Special Operations Command,
headquartered at Hurlburt Field Florida, was established 22 May 1990. AFSOC is
the Air Force component of United States Special Operations Command.
3.17.1.8.1. Mission. AFSOC
provides Air Force special operations forces for worldwide deployment and
assignment to regional unified commands. The command's special operation forces
are composed of highly trained, rapidly deployable Airmen, conducting global
special operations missions ranging from precision application of firepower, to
infiltration, exfiltration, resupply and refueling of special operation forces
operational elements. The command's core missions include battlefield air
operations, agile combat support, aviation foreign internal defense,
information operations/military information support operations, precision
strike, specialized air mobility; command and control; and intelligence,
surveillance and reconnaissance.
3.17.1.8.2. Personnel and Resources. AFSOC has more than 19,500 Regular Air Force, Air Force Reserve,
Air National Guard and civilian personnel. The command's special tactics
squadrons combine combat controllers, special operations
weathermen, pararescuemen, and tactical air control party specialists with
other service special operation forces to form versatile joint special
operations teams. AFSOC's Regular Air Force and reserve component flying units
operate fixed and rotary-wing aircraft, including the CV-22B, AC-130, EC-130,
MC-130, MQ-9, U-28A, C-145A, C-146A and MC-12.
3.17.1.8.3. Organization. The
command's forces are organized under the following units: 1st Special
Operations Wing at Hurlburt Field, Florida; the 24th Special Operations Wing at
Hurlburt Field, Florida; the 27th Special Operations Wing at Cannon Air Force
Base, New Mexico; the 352nd Special Operations Wing at Royal Air Force
Mildenhall, England; the 353rd Special Operations Group at Kadena Air
Base, Japan; the 919th Special Operations Wing at Duke Field, Florida, Air
Force Reserve; the 137th Special Operations Wing at Will Rodgers Air National
Guard Base, Oklahoma, and the 193rd Special Operations Wing at Harrisburg,
Pennsylvania, are both Air National Guard units. The Air Force Special
Operations Air Warfare Center, headquartered at Hurlburt Field, Florida,
organizes, trains, educates and equips forces to conduct special operations
missions; leads major command Irregular Warfare activities; executes special
operations test and evaluation and lessons learned programs; and develops
doctrine, tactics, techniques and procedures for Air Force Special Operations
Forces.

3.17.1.9. Air Force Global Strike Command (AFGSC). Air Force Global Strike
Command, activated 7 August 2009, is headquartered at Barksdale Air Force Base,
Louisiana. AFGSC is responsible for the nation's three intercontinental
ballistic missile wings, the Air Force's entire bomber force, to include B-52,
B-1 and B-2 wings, the Long Range Strike Bomber program, and
operational and maintenance support to organizations within the nuclear
enterprise.
3.17.1.9.1. Mission. The
Command's mission is to provide strategic deterrence, global strike and combat
support.
3.17.1.9.2. Personnel and Resources. Approximately 31,000 professionals are assigned to two numbered
Air Forces, nine wings, two geographically-separated squadrons and one
detachment in the continental United States and deployed to locations around
the globe.
3.17.1.9.3. Organization. Responsible
for the nation's three intercontinental ballistic missile wings, the Air
Force's entire bomber force, to include B-52, B-1 and B-2 wings, the Long
Range Strike Bomber program, and operational and maintenance support to
organizations within the nuclear enterprise.

3.17.1.10. Air Force Reserve
Command (AFRC). Air Force Reserve Command, headquartered at Robins Air
Force Base Georgia, became an Air Force major command on 17 February 1997.
Previously, the AFRC was a Field Operating Agency.
3.17.1.10.1. Mission. The
mission of AFRC is to provide combat-ready forces to fly, fight and win in
defense of the United States and its interests.
3.17.1.10.2. Personnel and Resources. AFRC has nearly 70,000 officer and enlisted personnel, over 4,000
civilian personnel, and 323 aircraft assigned to accomplish its diverse
missions. AFRC is organized into three numbered Air Forces: 4th, 10th, and 22d.
Together these numbered Air Forces lead the activities of 35 flying wings; 10
independent groups. In addition, there are various mission support units
located at 9 Reserve bases, 57 Regular Air Force, Joint Reserve and Air
National Guard bases, as well as miscellaneous locations and ranges.
3.17.1.10.3. Organization. AFRC
has several mission support groups that provide a wide range of services,
including medical and aeromedical evacuation, aerial port, civil engineer,
security forces, intelligence, communications, mobility support, logistics and
transportation operations.
3.17.2. Field Operating Agencies.
Field operating agencies are subdivisions of
the Air Force directly subordinate to a Headquarters Air Force functional
manager. A field operating agency performs field activities beyond the scope of
the major commands. The activities are specialized or associated with an Air
Force-wide mission and do not include functions performed in management
headquarters (such as Headquarters AMC), unless specifically directed by a
Department of Defense authority. Two examples are the Air Force Personnel
Center under the Deputy Chief of Staff for Manpower, Personnel, and Services,
and the Air Force Office of Special Investigations under the Inspector General.
Similar organizations at major command level are called major command field
operating agencies.
3.17.3. Direct Reporting Units.
Direct reporting units are Air Force
subdivisions directly subordinate to the Chief of Staff, Air Force. A direct
reporting unit performs a mission that does not fit into any of the major
commands. A direct reporting unit has many of the same administrative and
organizational responsibilities as a major command. Two examples are the Air
Force District of Washington and the United States Air Force Academy.
3.18. Lower Levels of Command.
Below major commands are several levels of
command. The Air Force component numbered Air Forces and numbered Air Forces
administratively report directly to the major command. Wings, groups,
squadrons, and flights report to either a component numbered Air Force or a
numbered Air Force, whichever is appropriate.
3.18.1. Air Force Component Numbered Air Forces.
The Air Force currently has ten Air Force
component numbered Air Forces dedicated, to supporting the unified/sub-unified
combatant command and joint task force commanders. These component numbered Air
Forces (nicknamed warfighting headquarters), when established, are the primary
operational-level warfighting component commands. The component numbered Air
Forces headquarters normally consists of an Air Force forces staff and an
assigned air and space operations center or operations center. They are
dedicated to supporting the unified combatant commander and subordinate joint
force commanders across the full range of military operations. The component
numbered Air Force commander supporting a geographic combatant command will
normally be prepared to assume responsibilities as the joint force air
component commander for joint military operations in his or her respective area
of operations, and command a joint task force as required. Component numbered
Air Forces include 1st Air Force (Air Force North), 3d Air Force (Air Force
Europe), 7th Air Force (Air Force Korea), 8th Air Force (Air Force
Strategic Command's Task Force 204), United States Air Forces Central Command,
11th Air
Force, 12th Air Force (Air Forces Southern), 14th Air Force (Air Forces
Strategic), 18th Air Force (Air Forces Transportation) and 24th Air
Force (Air Forces Cyber). Note: The parenthetical in the name of a component
numbered Air Force indicates the combatant command to which they are assigned.
3.18.2. Numbered Air Force.
The numbered Air Force is an administrative
level of command directly under a major command. Numbered Air Forces provide
intermediate level operational leadership and supervision. They do not have
complete functional staffs. In non-component numbered Air Forces, the number of
personnel assigned varies but should not exceed 99 manpower authorizations
without an approved waiver from Headquarters Air Force/A1M. A numbered Air
Force is assigned subordinate units, such as wings, groups, and squadrons.
3.18.3. Wing.
The wing is a level of command below the
numbered Air Force and has a distinct mission with significant scope. A wing is
responsible for maintaining the installation and may have several squadrons in
more than one dependent group. The different types of wings are operational,
air base, or specialized mission. Wings will have a minimum adjusted population
of at least 1,000 (750 for Air National Guard and Air Force Reserve Command
wings). This will include manpower authorizations, students, and a percentage
of contractor workforces. See Figure 3.1 for a common wing structure.
3.18.3.1. Operational Wing. An
operational wing is one that has an operations group and related operational
mission activity assigned. When an operational wing performs the primary
mission of the base, it usually maintains and operates the base. In addition,
an operational wing is capable of self-support in functional areas such as
maintenance and munitions, as needed. When an operational wing is a tenant
organization, the host command provides it with varying degrees of base and
logistics support.
3.18.3.2. Air Base Wing. An
air base wing performs a support function rather than an operational mission.
This type of wing maintains and operates a base. An air base wing often
provides functional support to a major commands headquarters.
3.18.3.3. Specialized Mission Wing. A specialized mission wing performs a specialized mission
and usually does not have aircraft or missiles assigned. Examples include
intelligence wings, training wings, and so on. This wing is either a host or a
tenant wing, depending on whether it maintains and operates the base.
3.18.4. Group.
A group is a level of command below the wing.
Like the numbered Air Force, a group is a tactical echelon with minimal staff
support. A group usually has two or more subordinate units. A dependent group
is a mission, logistics, support, medical, or large functional unit, such as a
civil engineer group. Such groups may possess small supporting staff elements
that are organized as sections, such as standardization and evaluation or
quality control. An independent group has the same functions and
responsibilities as a like-type wing, but its scope and size do not warrant
wing-level designation. Groups will have a minimum adjusted population of at
least 400 (200 for Air National Guard and Air Force Reserve Command groups).
This includes manpower authorizations, students, and a percentage of contractor
workforces.
Figure 3.1. Wing Organization.

3.18.5. Squadron.
The squadron is the basic unit in the Air
Force. The different types of squadrons are either a mission unit, such as an
operational flying squadron, or a functional unit, such as a civil engineer,
security forces, or logistics readiness squadron. Squadrons vary in size
according to responsibility. Squadrons will have a minimum adjusted population
of at least 35. This includes manpower authorizations, students, and a
percentage of contractor workforces.
3.18.6. Flight.
If internal subdivision is required, a flight
may consist of sections, then elements. The different types of flights are numbered/named, alpha, or functional.
3.18.6.1. Numbered/Named Flight. This is the lowest level unit in the Air Force. A numbered
or named flight primarily incorporates smaller elements into an organized unit.
The administrative characteristics for this type of flight include, strength
reporting, like those of a squadron.
3.18.6.2. Alpha Flight. Alpha
flights are part of a squadron (usually a mission squadron) and composed of
several elements that perform identical missions. Because an alpha flight is
not a unit, this type of a flight is not subject to unit reporting.
3.18.6.3. Functional Flight. Functional
flights are usually part of a squadron and composed of elements that perform
specific missions. Because a functional flight is not a unit, this type of a
flight is not subject to unit reporting.
3.19. Air Reserve Component:
3.19.1. Components.
The Air National Guard and Air Force Reserve
form a significant part of our aerospace capability. Together they are called
the Air Reserve Component. Forces are drawn from the Air Reserve Component when
circumstances require the active force to rapidly expand. AFPD 10-3, Air Reserve Component Forces, establishes policy to fully
integrate the Air National Guard, Air Force Reserve, and active Air Force into
a single Total Force.
3.19.2. Staffing and Equipping.
Air Reserve Component forces are staffed and
trained to meet the same training standards and readiness levels as active
component forces and are supplied with the same equipment on an equal priority.
The active force can only withdraw, divert, or reassign equipment for other
commitments with the Secretary of Defense s written approval. To ensure
responsiveness and combat readiness, Air Reserve Component forces are
continuously evaluated and modernized.
3.19.3. Use.
AFPD 10-3 states, under the Total Force policy
established by Department of Defense in 1973, that both regular and reserve
assets are considered parts of a single United States military resource. All
aspects of regular and reserve forces are considered when determining an
appropriate force mix. Significant factors include contribution of forces to
national security; availability of forces in view of time, statutory or
regulatory constraints; and the cost to equip and maintain forces.
Considerations unique to Air National Guard units include their dual state and
federal missions.
3.19.4. Organization.
Air National Guard and Air Force Reserve unit
organization parallels similar Regular Air Force units with one exception: Air
Reserve Component units are sometimes separated to take advantage of state or
regional demographics and are not centralized at
major, multisquadron bases, as is the case with Regular Air Force
resources. This exception is beneficial because it implements a strong
relationship with the civilian community and builds public support for the Air
Force as a whole.
3.19.5. Jurisdiction.
Command jurisdiction
for nonmobilized Air National Guard units is vested in the governor
of the state, commonwealth, or possession, or in the President, who in essence
is the governor of the District of Columbia. The President delegates authority
to the Secretary of the Army to carry out the powers of the President as
governor of the District of Columbia. Command of nonmobilized Air
Force Reserve units is exercised through the Commander, Air Force Reserve
Command, who, in turn, is responsible to the Chief of Staff, Air Force. Command
of nonmobilized Air Force Reserve individual mobilization augmentees is
exercised concurrently through Air Force Reserve Command and the unit of
attachment. Whenever the President authorizes mobilization, the Secretary of
Defense delegates authority to the Services who order
Air National Guard and Air Force Reserve forces to active duty. When activated,
operational command of Air Reserve Component forces transfers to the major
command commander who is also responsible for establishing training resources
for all assigned or attached Air Reserve Component forces.

3.20. Civil Air Patrol (CAP) /
United States Air Force Auxiliary (AFAUX).
The Civil Air Patrol is a congressionally
chartered, non-profit corporation for the public good that may be utilized as a
civilian volunteer auxiliary of the Air Force. The Secretary of the Air
Force can employ the services of CAP in lieu of or to supplement Air Force
resources to fulfill the non-combat programs and missions of the Air Force.
As a partner in the Total Force, when approved and assigned by the Air Force,
CAP conducts missions as Airmen of the AFAUX.
3.20.1. Mission. CAP
conducts three primary programs: Emergency Services and Civil Support,
Aerospace Education, and Cadet Programs. CAP maintains the capability to meet
Air Force requirements to assist federal, state, local agencies, and
non-governmental organizations during routine and emergency situations. Such
services may include, but are not limited to, Air Force-assigned missions in
support of homeland security operations, consequence management, search and
rescue, and other civil support. CAP aerospace education programs provide
educational materials for both senior and cadet members and the general
public. The Cadet Programs' focus is to motivate American youth to become
responsible citizens through aviation-centered activities.
3.20.2. Personnel and Resources. CAP has over 55,000 senior member and cadet volunteers
throughout the United States, Puerto Rico and the Virgin Islands. CAP maintains
a fleet of over 500 aircraft, comprised mostly of Cessna 172, 182, and 206; and
GA-8 high-wing, single-engine light aircraft. These aircraft are well suited
for flying associated with aerial assessment, low-level route surveys, fighter
intercept training, courier operations, and search and rescue. CAP maintains a
fleet of over 900 vehicles of passenger vans, sedans, and pick-up trucks suited
for light transportation of personnel and equipment, mobile communications
units, and ground damage assessment. Most vehicles are equipped with radios
able to communicate with CAP aircraft and other groundbased CAP
stations. CAP maintains a nationwide communications capability including high
frequency, very high frequency-AM, and very high frequency-FM fixed, mobile,
and repeater systems. Finally, CAP maintains a stateof-the-art cell phone
forensics cell at its National Operations Center that assists with search and
rescue operations.
3.20.3. Organization. CAP
is a non-profit corporation under Title 36 of United States Code, and the
official Air Force Auxiliary under Title 10 of United States Code. CAP is
governed by an 11-member Board of Governors. As a non-profit corporation,
CAP is organized under a Chief Executive Officer and national staff. As the Air
Force Auxiliary, the Chief Executive Officer serves as the National Commander.
CAP is organized into eight geographic regions, each led by a regional
commander, and 52 state-level wings (in each state, the District of Columbia,
and Puerto Rico / U.S. Virgin Islands). Approximately 1,500 total individual
units comprise the lowerlevel echelons of CAP within the state-level
wings. The Air Force Auxiliary is aligned under Air Combat Command for fiscal
and operational oversight and utilization.

3.21. Air Force Junior Reserve
Officer Training Corps (AFJROTC).
AFJROTC is not an USAF accessions program and
cadets are never under any obligation to join the military. AFJROTC is a Title
10 US Code mandated citizenship training program that is designed to educate
and train high school cadets in citizenship, promote community service, instill
personal responsibility, character, and self-discipline. The program achieves
this through classroom education in air and space fundamentals and hands on
learning opportunities in a number of fun and challenging extra-curricular
activities.
3.21.1. Mission. Develop
citizens of character dedicated to serving their nation and community.
3.21.2. Personnel and Resources. The Air Force Junior Reserve Officer Training Corps staff includes
31 headquarters' personnel and more than 1,910 retired Air Force officer and
enlisted military instructors. There are 870 Air Force Junior ROTC units with
nearly 120,000 cadets in high schools across the United States and selected
Department of Defense Dependent Schools in Europe and the Pacific and public
schools in Puerto Rico and Guam. The Air Force plans to continue expansion
efforts to 955 units by 2020 when funds are available. With the addition of new
units, AFJROTC is expected to reach more than 135,000 cadets worldwide.
3.21.3. Organization. Air
Force JROTC provides leadership training and an aerospace science program for
high school students. Secondary school students who enroll in the AFJROTC
program are offered a wide variety of curricular and extra-curricular
activities. The program explores the historic and scientific aspects of
aerospace technology and teaches high school students self-reliance,
self-discipline and other characteristics found in good leaders. The AFJROTC
program is open to 9th-12th grade students who are citizens of the United
States. The program is not a recruiting tool for the military services and
those students who participate in AFJROTC do not incur any obligation to the
Air Force.
3.21.3.1. The objectives of Air Force Junior
ROTC are to educate and train high school cadets in citizenship and life
skills; promote community service; instill a sense responsibility; develop
character and self-discipline through education and instruction in air and
space fundamentals and the Air Force's core values of integrity first, service
before self, and excellence in all we do.
Section 3D Functions
of Other Services
3.22. Common Missions of the Armed
Forces of the United States are:
3.22.1. To support and defend the Constitution of the United States
against all enemies, foreign or domestic.
3.22.2. To maintain, by timely and effective military action, the security
of the United States, its possessions and areas vital to its interest.
3.22.3. To uphold and advance the national policies and interests of the
United States.
3.22.4. To safeguard the internal security of the United States as
directed by higher authority.
3.22.5. To conduct integrated operations on the land, on the sea, and in
the air necessary for these purposes.
3.22.6. In order to facilitate the accomplishment of the foregoing
missions the armed forces shall formulate integrated plans and make coordinated
preparations. Each service shall observe the general principles and fulfill the
specific functions outlined in paragraphs 3.21 to 3.24, and shall make use of
the personnel, equipment and facilities of the other services in all cases
where economy and effectiveness will thereby be increased.

3.23. Functions of the United
States Army.
The United States Army includes land combat and
service forces and such aviation and water transport as may be organic therein.
It is organized, trained and equipped primarily for prompt and sustained combat
incident to operations on land. The Army is responsible for the preparation of
land forces necessary for the effective prosecution of war, and, in accordance
with integrated joint mobilization plans, for the expansion of peacetime
components of the Army to meet the needs of war.
3.23.1. The specific functions of the United States Army are to organize,
train and equip land forces for; (1) Operations on land, including joint
operations, (2) the seizure or defense of land areas, including airborne and
joint amphibious operations, and (3) the occupation of land areas.
3.23.2. To develop weapons, tactics, technique, organization and equipment
of Army combat and service elements, coordinating with the Navy and the Air
Force in all aspects of joint concern, including those which pertain to
amphibious and airborne operations.
3.23.3. To provide, as directed by proper authority, such missions and
detachments for service in foreign countries as may be required to support the
national policies and interests of the United States.
3.23.4. To assist the Navy and Air Forces in the accomplishment of their
missions, including the provision of common services and supplies as determined
by proper authority.


3.24. Functions of the United
States Navy and Marine Corps.
The United States Navy includes naval combat
and service forces, naval aviation, and the United States Marine Corps. It is
organized, trained and equipped primarily for prompt and sustained combat at
sea. The Navy is responsible for the preparation of naval forces necessary for
the effective prosecution of war, and in accordance with integrated joint mobilization
plans, for the expansion of the peacetime components of the Navy to meet the
needs of war.
3.24.1. The specific functions of the United States Navy are to organize,
train and equip naval forces for; (1) operations at sea, including joint
operations, (2) the control of vital sea areas, the protection of vital sea
lanes, and the suppression of enemy sea commerce, (3) the support of occupation
forces as required, (4) the seizure of minor enemy shore 'positions capable of
reduction by such landing forces as may be comprised within the fleet
organization, (5) naval reconnaissance, antisubmarine warfare, and protection
of shipping. The air aspects of those functions shall be coordinated with the
Air Force, including the development and procurement of aircraft, and air
installations located on shore, and use shall be made of Air Force personnel,
equipment and facilities in all cases where economy and effectiveness will
thereby be increased. Subject to the above provision, the Navy will not be
restricted as to types of aircraft maintained and operated for these purposes,
and (6) the air transport necessary for essential internal administration and
for air transport over routes of sole interest to naval forces where the
requirements cannot be met by normal air transport facilities.
3.24.2. To develop weapons, tactics, technique, organization and equipment
of naval combat and service elements, coordinating with the Army and the Air
Force in all aspects of joint concern, including those which pertain to
amphibious operations.
3.24.3. To provide, as directed by proper authority, such missions and
detachments for service in foreign countries as may be required to support the
national policies and interests of the United States.
3.24.4. To maintain the United States Marine Corps whose specific
functions are; (1) to provide Marine Forces together with supporting air
components, for service with the Fleet in the seizure or
defense of advanced naval bases and for the
conduct of limited land operations in connection therewith, (2) to develop, in
coordination with the Army and the Air Force those phases of amphibious
operations which pertain to the tactics, technique and equipment employed by
landing forces; (3) to provide detachments and organizations for service on
armed vessels of the Navy, (4) to provide security detachments for protection
of naval property at naval stations and bases, and (5) to provide, as directed
by proper authority, such missions and detachments for service in foreign
countries as may be required to support the national policies and interests of
the United States.
3.24.5. To assist the Army and the Air Force in the accomplishment of
their missions, including the provision of common services and supplies as
determined by proper authority.

3.25. Functions of the United
States Air Force.
The United States Air Force includes all
military aviation forces, both combat and service, not otherwise specifically
assigned, and is organized, trained, and equipped primarily for prompt and
sustained air offensive and defensive operations. The Air Force is responsible
for the preparation of the air forces necessary for the effective prosecution
of war except as otherwise assigned and, in accordance with integrated joint
mobilization plans, for the expansion of the peacetime components of the Air
Force to meet the needs of war.
3.25.1. The specific functions of the United States Air Force are to
organize, train and equip air forces for; (1) air operations including joint
operations, (2) gaining and maintaining general air supremacy, (3) establishing
local air superiority where and as required, (4) the strategic air force of the
United States and strategic air reconnaissance, (5) air lift and support for
airborne operations, (6) air support to land forces and naval forces, including
support of occupation forces, (7) air transport for the armed forces, except as
provided by the Navy in accordance with paragraph 3.24.1., (6), and (8) to
develop weapons, tactics, technique, organization and equipment of Air Force
combat and service elements, coordinating with the Army and Navy on all aspects
of joint concern, including those which pertain to amphibious and airborne
operations.
3.25.2. To provide, as directed by proper authority, such missions and
detachments for service in foreign countries as may be required to support the
national policies and interests of the United States.
3.25.3. To provide the means for coordination of air defense among all
services.
3.25.4. To assist the Army and Navy in accomplishment of their missions,
including the provision of common services and supplies as determined by proper
authority.

3.26. Functions of the United States Coast Guard.
The Coast Guard is a military service and a
branch of the Armed Forces of the United States at all times. It is a service
in the Department of Homeland Security except when operating as part of the
Navy on declaration of war or when the President directs.
3.26.1. Some of the major
functions of the Coast Guard are to: (1) enforce or
assist in the enforcement of all applicable Federal laws on, under, and over
the high seas and waters subject to the jurisdiction of the United States, (2)
engage in maritime air surveillance or interdiction to enforce or assist in the
enforcement of the laws of the United States, (3) administer laws and
promulgate and enforce regulations for the promotion of safety of life and
property on and under the high seas and waters subject to the jurisdiction of
the United States, covering all matters not specifically delegated by law to
some other executive department, (4) develop, establish, maintain, and operate,
with due regard to the requirements of national defense, aids to maritime
navigation, icebreaking facilities, and rescue facilities for the promotion of
safety on, under, and over the high seas and waters subject to the jurisdiction
of the United States, (5) pursuant to international agreements, develop,
establish, maintain, and operate icebreaking facilities on, under, and over
waters other than the high seas and waters subject to the jurisdiction of the
United States, (6) engage in oceanographic research of the high seas and in
waters subject to the jurisdiction of the United States, and (7) maintain a
state of readiness to function as a specialized service in the Navy in time of
war, including the fulfillment of Maritime Defense Zone command responsibilities.
3.27. Conclusion.
Organized with civilian leadership throughout,
the Armed Forces of the United States are not separate and independent parts of
the government but serve as instruments of national policy. This chapter began
with a discussion of the President's role as Commander in Chief and continued
with the Department of Defense, Joint Chief of Staff, unified combatant
commands, and combined commands. In addition, this chapter contained
information on the Department of the Air Force and focused on force structure
and major commands. Finally, the chapter included a discussion of the structure
and functions of the various lower levels of command and Air Reserve components.
Chapter 4
AIR FORCE DOCTRINE, AIR EXPEDITIONARY FORCE (AEF), AND JOINT FORCE
Section 4A Overview
4.1. Introduction: 4.1.1. America's Air Force faces significant challenges. We have
been engaged in combat while transforming into a smaller, leaner, and more
capable force. Fiscal constraints combined with operational challenges and a
dynamic international security environment translate into risks we continue to
manage and mitigate in order to provide capabilities America needs. The Air
Force continues to fight the war on terrorism and prepares to face new threats
and conflicts of the future. In order to remain dominant, we must maintain our
airpower advantages over potential adversaries. Modern warfare is changing.
This is not new for America's Airmen, whose heritage spans and embraces change
and whose culture embodies courage and innovation.
4.1.2. Meeting the challenges in this rapidly changing world requires we
understand and apply Air Force doctrine. Airmen may not have understood or
consistently applied doctrine. The complexity of integrating fighting elements
according to joint, Air Force and multinational doctrine and the uncertainty
inherent in rapidly developing contingency operations demand that planning and
employment be understood and repeatable. We must learn and practice our own
doctrine. We know how to do it right; we have taken the time to research, write
it down, and publish it. We must understand what it means to be an Airman, and
we must be able to articulate what air power can bring to the joint fight.
Volume 1, Air Force Basic Doctrine, is the Air
Force's premier statement of our beliefs, and the cornerstone upon which our
service identity is based. Air Force Doctrine is developed by the LeMay Center for Doctrine Development and Education at
Maxwell Air Force Base, Alabama. Air Force doctrine is web-based, and is
available at https://doctrine.af.mil/.
4.1.3. Air Force forces are presented to a joint force commander as an
air expeditionary task force, or may be composed of the air component to the
joint task force or combatant commander (CCDR) as the C-Numbered Air Force or
CMajor Command. The AEF is the Air Force methodology to provide Air Force
forces and support on a rotational, predictable basis. Three principles are the
foundation upon which the AEF is structured and executed: transparency,
predictability, and equitability. Transparency is the sense that there is no
mystery to the process; when, why, and how should be visible and understandable
by every Airman. Every Air Force member is responsible for knowing and
understanding the AEF original structure, how we deploy today's AEF, and our
goals for the future. By aligning forces in AEF bands and utilizing the teaming
concept our Air Force is able to determine who goes first, defines our battle
rhythm, and provides a logically organized structure during surge periods to
support CCDRs. The AEF is merely a vehicle for managing and scheduling Air
Force forces for expeditionary purposes; it is not a warfighting organization.
The Air Expeditionary Task Force (AETF) is normally the warfighting
organization attached to the JFC.
4.1.4. Joint warfare is team warfare. Over time, the American experience
in war increasingly demanded cooperation, coordination, and integration of all
U.S. military Services. Today, joint operations are routine and, thus,
routinely practiced. Effectively integrated joint forces are able to rapidly
and efficiently identify and engage adversary weak points and vulnerabilities,
without exposing their own weak points or seams, to ensure mission
accomplishment. Whether there are years to prepare and plan (as in the World
War II Normandy invasion), months (as in Operation DESERT STORM), or only a few
weeks (as in Operation ENDURING FREEDOM), American armed forces must always be
ready to operate in smoothly functioning, joint teams.
Section 4B Air Force Doctrine
4.2. Uses of Doctrine.
One way to explore good doctrine is to use a
compare and contrast model to walk through some key issues. This technique also
amplifies the point that doctrine should be written broadly, allowing decision
makers latitude in interpretation and flexibility in application, yet be
specific enough to provide informed guidance. This technique also illustrates
the use of doctrine in explaining contentious issues and how doctrine can be
used to think more effectively about the best means to integrate various
aspects of military power and organization. In the following discussion, there
may be overlap among some of the principles expressed; this is desirable in
that often there are different aspects or nuances to a particular issue. In
doctrine, language is important. Finally, the following discussion presents an
Air Force perspective; not all Services may entirely agree with these points. (Reference:
Volume 1 Basic
Doctrine)
4.2.1. Doctrine is about warfighting,
not physics. This principle specifically
addresses the perceived differences between operations in air, space, and
cyberspace. Air, space, and cyberspace are separate domains requiring
exploitation of different sets of physical laws to operate in, but are linked
by the effects they can produce together. To achieve a common purpose, air,
space, and cyberspace capabilities need to be integrated. Therefore, Air Force
doctrine focuses on the best means to obtain warfighting effects regardless of
the medium in which a platform operates. As an example, Airmen should be
concerned with the best means of employing intelligence, surveillance, and
reconnaissance capabilities, not whether a particular intelligence,
surveillance, and reconnaissance platform is airborne or in orbit. This is
requisite to achieving true integration across any given collection of forces.
4.2.2. Doctrine is about effects,
not platforms. This focuses on the
desired outcome of a particular action, not on the system or weapon itself that
provides the effect. For example, doctrine states that Airmen should seek to
achieve air superiority, but doctrine does not focus on which platforms should
be used to achieve that effect. A parallel example of this is seen in the
recognition that bombers are not strategic, nor are fighters tactical.
Similarly, it does not matter if an F-16 or a B-52 accomplishes a given task,
or whether a particular platform is manned or unmanned, or whether a C-17 or a
C-130 delivers a certain load; the outcome of the mission, the effect achieved,
is what's important. Thus, Air Force doctrine does not explicitly tie specific
weapon systems to specific tasks or effects.
4.2.3. Doctrine is about using mediums,
not owning mediums. This illustrates the
importance of properly using a medium to obtain the best warfighting effects,
not of carving up the battlespace based on Service or functional parochialism.
Focusing on using a medium is a vital first step to integration of efforts.
Ownership arguments eventually lead to suboptimal (and usually at best
tactical) application of efforts at the expense of the larger, total effort.
4.2.4. Doctrine is about organization,
not organizations. Modern warfare demands
that disparate parts of different Services, different nations, and even
differing functions within a single Service be brought together intelligently
to achieve unity of command and unity of effort. However, merely placing
different organizations together in an area of operations is insufficient to
meet these demands. A single, cohesive organization is required with clearly
defined lines of command and commanders with requisite authorities at
appropriate levels. Doctrine explains why certain organizational structures are
preferred over others and describes effective command relationships and command
authorities; this facilitates the rapid standup of joint and Service
organizations during rapidly evolving situations. Ultimately, doctrine is not
about whether one particular element of a joint force is more decisive than
another, nor about positing that element as the centerpiece of joint
operations; it's the total, tailored joint force that's decisive. Getting to
that effective joint force requires smart organization and a thorough
understanding of Service and joint doctrine.
4.2.5. Doctrine is about synergy,
not segregation. True integration of
effort cannot be achieved by merely carving up the operational environment.
While segregation may have some benefit and may appear the simplest way, from a
command and control viewpoint, to manage elements of a diverse joint force, it
may actually suboptimize the overall effort. It guarantees that the whole will
never be greater than the sum of its parts. For example, Airmen should have
access to the entire theater of operations to maximize their ability to achieve
joint force commander objectives; they should not be restricted from any area
due to unnecessarily restrictive fire control measures. Also, segregating the
battlespace into smaller areas of operation may create competition for scarce,
high-demand, low-density capabilities and reduce combat effectiveness.
4.2.6. Doctrine is about integration,
not just synchronization.
Synchronization is defined as the arrangement of military actions in time,
space, and purpose to produce maximum relative combat power at a decisive place
and time (Joint Publication 1-02). Integration, by comparison, is defined as
the arrangement of military forces and their actions to create a force that
operates by engaging as a whole (Joint Publication 1-02). Synchronization is,
in essence, deconfliction in time and space between different units. A useful
means is to plan and execute operations and to prevent fratricide. However, it
doesn t scale up to the operational level and hence is not the best means for
achieving the maximum potential of a joint force. Synchronization emphasizes
timing, while integration considers priority and effect to be both efficient
and effective with scarce resources. Synchronization is bottom-up; integration,
on the other hand, starts at the top with a single cohesive plan and works
downward. Synchronization is an additive sum of the parts' model, while
integration may produce geometric results.
4.2.7. Doctrine is about the right force,
not just equal shares of the force. This
addresses the proper mix of Service components within a joint force. Some
believe that a joint force requires equal parts of all the Services. This is an
incorrect view. As one senior Air Force officer said, joint warfighting is not
like Little League baseball, where everybody gets a chance to play. Any given
joint force should be tailored appropriately for the task at hand. Some
operations will be land-centric, others air-centric, others maritime-,
cyberspace-, or information-centric. The composition of the joint force and the
tasks assigned its various elements should reflect the needs of the situation.
4.3. Levels of Airpower Doctrine.
As implemented in the Air Force, doctrine
affects operations at three levels: basic, operational, and tactical. These
levels speak to the intellectual content of the doctrinal concepts, not to the
architectural structure of doctrine publications. (Reference:
Volume 1 Basic
Doctrine)
4.3.1. Basic doctrine states
the most fundamental and enduring beliefs that describe and guide the proper
use, presentation, and organization of forces in military action. Basic
doctrine describes the elemental properties' of airpower and provides the
Airman's perspective. Because of its fundamental and enduring character, basic
doctrine provides broad and continuing guidance on how Air Force forces are
organized, employed, equipped, and sustained. Because it expresses broad,
enduring fundamentals, basic doctrine changes relatively slowly compared to the
other levels of doctrine. As the foundation of all doctrine, basic doctrine
also sets the tone and vision for doctrine development for the future. Air
Force Doctrine Volume 1 is the Air Force's basic doctrine publication.
4.3.2. Operational doctrine contained in doctrine annexes describe more detailed organization
of forces and applies the principles of basic doctrine to military actions.
Operational doctrine guides the proper organization and employment of air, space,
and cyberspace forces in the context of distinct objectives, force
capabilities, broad functional areas, and operational environments. Operational
doctrine provides the focus for developing the missions and tasks to be
executed through tactical doctrine. Doctrine at this level changes a bit more
rapidly than basic doctrine, but usually only after deliberate internal Service
debate.
4.3.3. Tactical doctrine describes the proper employment of specific Air Force assets,
individually or in concert with other assets, to accomplish detailed
objectives. Tactical doctrine considers particular objectives (stopping the
advance of an armored column) and conditions (threats, weather, and terrain)
and describes how Air Force assets are employed to accomplish the tactical
objective (B-1 bombers dropping anti-armor cluster munitions). Air Force
tactical doctrine is codified as tactics, techniques, and procedures in Air
Force (Air Force tactics, techniques, and procedures) -3 series manuals.
Because tactical doctrine is closely associated with the employment of
technology and emerging tactics, change will likely occur more rapidly than
other levels of doctrine. Also, due to their sensitive nature, many tactics,
techniques, and procedures are classified.
4.4. Airpower:
4.4.1. Airpower is defined as the ability to project
military power or influence through the control and exploitation of air, space,
and cyberspace to achieve strategic, operational, or tactical objectives. The proper application of airpower requires a comprehensive
doctrine of employment and an Airman's perspective. As the nation's most
comprehensive provider of military airpower, the Air Force conducts continuous
and concurrent air, space, and cyberspace operations. The air, space, and
cyberspace capabilities of the other Services serve primarily to support their
organic maneuver paradigms; the Air Force employs air, space, and cyberspace
capabilities with a broader focus on theater-wide and national-level
objectives. Through airpower, the Air Force provides the versatile,
wide-ranging means towards achieving national objectives with the ability to
deter and respond immediately to crises anywhere in the world. (Reference:
Volume 1 Basic
Doctrine)
4.4.2. Airpower exploits the third dimension of the
operational environment; the electromagnetic spectrum; and time to leverage
speed, range, flexibility, precision, tempo, and lethality to create effects
from and within the air, space, and cyberspace domains. From this multi-dimensional perspective, Airmen can apply military
power against an enemy's entire array of diplomatic, informational, military,
and economic instruments of power, at long ranges and on short notice. Airpower
can be applied across the strategic, operational, and tactical levels of war
simultaneously, significantly increasing the options available to national
leadership. Due to its range, speed, and flexibility, airpower can compress
time, controlling the tempo of operations in our favor. Airpower should be
employed with appropriate consideration of land and maritime power, not just
during operations against enemy forces, but when used as part of a team that
protects and aids friendly forces as well.
4.4.2.1. Much of what airpower can accomplish from within these three
domains is done to critically affect events in the land and maritime domains
this is the heart of joint domain integration, a fundamental aspect of
airpower's contribution to United States (U.S.) national interests. Airmen
integrate capabilities across air, space, and cyberspace domains to achieve
effects across all domains in support of joint force commander objectives. For
example, a remotely piloted aircraft operating from a ground station in the
continental U.S. relies on space and cyberspace capabilities to support
operations overseas. While all Services rely more and more on such integration,
cross-domain integration is fundamental to how Airmen employ airpower to
complement the joint force.
4.4.2.2. Airmen exploit the third dimension, which consists of the entire
expanse above the earth's surface. The third dimensions lower limit is the
earth's surface (land or water), and the upper limit reaches toward infinity.
This third dimension consists of the air and space domains. From an operational
perspective, the air domain can be described as that region above the earth s
surface in which aerodynamics generally govern the planning and conduct of
military operations, while the space domain can be described as that region
above the earth's surface in which astrodynamics generally govern the planning
and conduct of military operations. Airmen also exploit operational
capabilities in cyberspace. Cyberspace is a global domain within the
information environment consisting of the interdependent network of information
technology infrastructures, including the Internet, telecommunications
networks, computer systems, and embedded processors and controllers. In
contrast to our surface-oriented sister Services, the Air Force uses air,
space, and cyberspace capabilities to create effects, including many on land
and in the maritime domains, that are ends unto themselves, not just in support
of predominantly land or maritime force activities.
4.4.2.3. The evolution of contemporary airpower stems from the Airman s original vision of combat from a distance, bypassing the
force-on-force clash of surface combat. Originally manifest in long-range
aircraft delivering kinetic weapons, airpower has evolved over time to include
many long-range supporting capabilities, notably the conduct of networked
information-related operations. This evolution has accelerated as Airmen
conduct a greater percentage of operations not just over-the-horizon but
globally, expanding operations first through space and now also in cyberspace.
Just as airpower grew from its initial use as an adjunct to surface operations,
space and cyberspace have likewise grown from their original manifestations as
supporting capabilities into warfighting arenas in their own right.
4.4.3. Air Force doctrine
presents airpower as a unitary construct. The Air Force acknowledges
the importance of the space and cyberspace domains. However, Air Force doctrine
should address what unifies Airmen. Thus, in the Air
Force's senior doctrine product, the use of concepts and language that bind
Airmen together instead of presenting the Air Force as a collection of tribes
broken out in technological stovepipes according to the domains of air, space,
and cyberspace is appropriate. Other subordinate doctrine products delve into
the differences and interdependencies of the core functions and missions
conducted within and across the air, space, and cyberspace domains, and within
the context of more specific types of operations. Where appropriate, this
product will also mention air, space, and cyberspace forces or capabilities.
4.5. The Airman's Perspective.
The practical application of airmindedness'
results in the Airman's unique perspective, which can be summarized as follows. (Reference:
Volume 1 Basic
Doctrine)
4.5.1. Control of the vertical dimension is generally a
necessary precondition for control of the surface. The first mission of an air force is to defeat or neutralize the
enemy air forces so friendly operations on land, sea, in the air, and in space
can proceed unhindered, while at the same time one's own military forces and
critical vulnerabilities remain safe from air attack.
4.5.2. Airpower is an inherently strategic force. War and peace are decided, organized, planned, supplied, and
commanded at the strategic level of war. Air Force forces can hold an enemy's
strategic centers of gravity and critical vulnerabilities directly at risk
immediately and continuously. Airpower also has great strategic capability for
nonlethal strategic influence, as in humanitarian relief and building
partnership activities.
4.5.3. Airpower can exploit the principles of mass and
maneuver simultaneously to a far greater extent than surface forces. There are no natural lateral boundaries to prevent air, space, and
cyberspace capabilities from quickly concentrating their power (physically or
in terms of delivered effects) at any point, even when starting from widely
dispersed locations. Airpower dominates the fourth dimension time and
compresses the tempo of events to produce physical and psychological shock.
4.5.4. Airpower can apply force against many facets of
enemy power. Air Force provided capabilities
can be brought to bear against any lawful target within an enemy's diplomatic,
informational, military, economic, and social structures simultaneously or
separately. They can be employed in support of national, combined/joint, or
other component objectives. They can be integrated with surface power or
employed independently.
4.5.5. Air Force forces are less culturally intrusive in
many scenarios. Surface forces are composed
of many people and vehicles which, when arrayed for operations, cover a
significant area. Thus, their presence may be very visible to local populations
and may create resentment during certain types of stability operations and in
counterinsurgency operations. Air Force forces, operating from bases over the
horizon or from just a few bases in-country, have a smaller footprint for the
effects they provide. Space and cyberspace forces have a negligible in-theater
footprint relative to the capabilities they provide.
4.5.6. Airpower's inherent speed, range, and flexibility
combine to make it one of the most versatile components of military power. This versatility component allows it to be rapidly employed
against strategic, operational, and tactical objectives simultaneously. The
versatility of airpower derives not only from the inherent characteristics of
air forces themselves, but also from the manner in which they are organized and
controlled.
4.5.7. Airpower results from the effective integration of
capabilities, people, weapons, bases, logistics, and all supporting
infrastructure. No one aspect of air, space,
and cyberspace capabilities should be treated in isolation since each element
is essential and interdependent. Ultimately, the Air Force depends on the
performance of the people who operate, command, and sustain air, space, and
cyberspace forces.
4.5.8. The choice of appropriate capabilities is a key
aspect in the realization of airpower. Weapons
should be selected based on their ability to create desired effects on an
adversary's capability and will. Achieving the full potential of airpower
requires timely, actionable intelligence and sufficient command and control
capabilities to permit commanders to exploit precision, speed, range,
flexibility, and versatility.
4.5.9. Supporting bases with their people, systems, and
facilities are essential to launch, recovery, and sustainment of Air Force
forces. One of the most important aspects of
the Air Force has proved to be its ability to move anywhere in the world
quickly and then rapidly begin operations. However, the need for mobility
should be balanced against the need to operate at the deployment site. The
availability and operability of suitable bases can be the dominant factor in
employment planning and execution.
4.5.10. Airpower's unique characteristics necessitate that
it be centrally controlled by Airmen. Airpower
can quickly intervene anywhere, regardless if used for strategic or tactical
purposes. Thus, Airmen tend to take a broader view of war, because the
capabilities they command have effects at broader levels of war. Airmen apply
airpower through the tenet of centralized control and decentralized execution.
4.6. Principles of Joint Operations:
4.6.1. Throughout the history of conflict, military leaders have noted
certain principles that tended to produce military victory. Known as the
principles of war, they are those aspects of warfare that are universally true
and relevant. As members of the joint team, Airmen should appreciate how these
principles apply to all forces, but should most fully understand them as they
pertain to Air Force forces. Airpower, no matter which Service operates the
systems and no matter which type of platform is used, provides unique
capabilities.
4.6.2. Valid principles, despite how deeply they are held, are no
substitute for sound, professional judgment; however, ignoring them completely
assumes unnecessary risk. The complexity of war in general, and the unique
character of each war in particular, preclude commanders from using these
principles as a checklist to guarantee victory. Rather, they serve as valuable
guides to evaluate potential courses of action. The principles are independent,
but tightly fused in application. No one principle should be considered without
due consideration of the others. These principles are not all inclusive; the
art of developing airpower strategies depends upon the Airman's ability to view
these principles from a three-dimensional perspective and integrate their
application accordingly. The principles of war, combined with the additional
tenets of airpower discussed elsewhere, provide the basis for a sound and
enduring doctrine for the air, space, and cyberspace forces of America's joint
force. (Reference: Volume 1 Basic
Doctrine)
4.6.3. The principles of war are:
4.6.3.1. Unity of command
ensures concentration of effort for every objective under one responsible
commander. This principle emphasizes that all efforts should be
directed and coordinated toward a common objective. Airpower s
operational-level perspective calls for unity of command to gain the most
effective and efficient application. Coordination may be achieved by
cooperation; however, coordination is best achieved by vesting a single
commander with the authority and the capability to direct all force employment
in pursuit of a common objective. In many operations, the wide-ranging
interagency and nongovernmental organizations involved may dilute unity of command.
Effective information-sharing arrangements may preserve unity of effort to
ensure common focus and mutually supporting actions.
4.6.3.1.1. Unity of command is vital in
employing airpower. Airpower is the product of multiple capabilities, and
centralized control is essential to effectively fuse these capabilities and
provide unity of command.
4.6.3.2. The principle of
objective is to direct military operations toward a defined and attainable
objective that contributes to strategic, operational, and tactical aims. In
application, this principle refers to unity of effort in purpose, space, and
time. In a broad sense, this principle holds that political and military goals
should be complementary and clearly articulated. A clear National Military
Strategy provides focus for defining campaign or theater objectives. At the
operational level, campaign or theater objectives determine military priorities.
4.6.3.2.1. The objective is important due to
the flexibility and versatility of airpower. From the outset, airpower can
pursue tactical, operational, or strategic objectives, in any combination, or
all three simultaneously. By integrating the potential offered by air, space,
and cyberspace capabilities, Airmen can overcome the challenges imposed by
distance and time. From an Airman's perspective, then, the principle of
objective shapes priorities to allow airpower to concentrate on theater or
campaign priorities and seeks to avoid the siphoning of force elements to
fragmented objectives.
4.6.3.3. The purpose of an
offensive action is to seize, retain, and exploit the initiative. The
offensive aim is to act rather than react and to dictate the time, place,
purpose, scope, intensity, and pace of operations. The initiative should be
seized as soon as possible. The principle of the offensive holds that offensive
action, or initiative, provides the means for joint forces to dictate
operations. Once seized, the initiative should be retained and fully exploited.
4.6.3.3.1. This principle is particularly significant to airpower and is best
used as an offensive weapon. While defense may be dictated by the combat
situation, success in war is generally attained only while on the offensive.
Even highly successful defensive air campaigns such as the World War II Battle
of Britain were based upon selective offensive engagements.
4.6.3.3.2. The speed and range of attacking airpower gives it a significant
offensive advantage over other forces. In an air attack, for example, the
defender often requires more forces to defend a given geospatial area than the
attacker requires to strike a set of specific targets. The integration of air,
space, and cyberspace capabilities enhances the advantages of speed, range and
persistence found in airpower.
4.6.3.3.3. Although all military forces have offensive capabilities,
airpower's ability to mass and maneuver, and its ability to operate
independently or simultaneously at the tactical, operational, and/or strategic
levels of war, provides joint force commanders a resource with global reach to
directly and rapidly seize the initiative. Whether deploying forces and
supplies into a region, conducting combat operations, or maintaining
information assurance, airpower provides the joint force commander the means to
take the offensive. Through prompt and sustained offensive actions designed to
attain operational and strategic objectives, airpower causes the enemy to react
rather than act, denies them the offensive, and shapes the remainder of the
conflict.
4.6.3.4. The purpose of mass
is to concentrate the effects of combat power at the most advantageous place
and time to achieve decisive results. Concentration of military power
is a fundamental consideration in all military operations. At the operational
level of war, this principle suggests that superior, concentrated combat power
is used to achieve decisive results.
4.6.3.4.1. Airpower is singularly able to launch an attack from widely
dispersed locations and mass combat power at the objective, whether that
objective is a single physical location or a widely dispersed enemy system or
systems. From an Airman's perspective, mass is not based solely on the quantity
of forces and materiel committed. Airpower achieves mass through effectiveness
of attack, not just overwhelming numbers. Contemporary airpower has altered the
concept of massed forces. The speed, range, and flexibility of airpower
complemented by the accuracy and lethality of precision weapons and advances in
information technologies allow it to achieve mass faster than other forces.
4.6.3.4.2. Air Force cyberspace capabilities, often enabled by space systems,
allow dispersed forces to collaborate to rapidly find, fix, track, and target
fleeting targets and mass a response in new ways. Previously, operators and planners
worked in relative proximity within the same theater of operations; today,
those same planners and operators leverage distributed capabilities to apply
precise effects around the globe.
4.6.3.4.3. Airlift and air refueling provide a significant and critical
capability to mass lethal and nonlethal forces on a global scale. The
capability of airpower to act quickly and mass effects, along with its
capability to mass other lethal and nonlethal military power, combine the
principle of mass with the principle of maneuver.
4.6.3.5. Maneuver places the
enemy in a position of disadvantage through the flexible application of combat
power in a multidimensional combat space. Airpower's ability to
conduct maneuver is not only a product of its speed and range, but also flows
from its flexibility and versatility during the planning and execution of
operations. Maneuver, like the principle of offensive, forces the enemy to
react, allowing the exploitation of successful friendly operations and reducing
friendly vulnerabilities. Airpower maneuver allows engagement anywhere, from
any direction, at any time, forcing the adversary to be on guard everywhere.
4.6.3.5.1. The principle of maneuver is not
limited to simple weapons delivery. Maneuver may involve the strategic positioning
of capabilities that bring potential airpower to bear within striking distance
of potential or actual adversaries. Forward deployment of airpower assets is
one example of maneuver that, by its very presence, can reassure allies and
deter aggressors. Also, in airlift operations such as SUPPORT HOPE in Rwanda,
PROVIDE HOPE in the former Soviet Union, or PROVIDE PROMISE in Bosnia; focused
civilmilitary operations and exercises that support theater security
cooperation goals, such as PACIFIC ANGEL; or combat operations such as ALLIED
FORCE in Serbia, ENDURING FREEDOM in Afghanistan, or IRAQI FREEDOM in Iraq,
airpower has played a critical role in American national security by providing
unmatched maneuverability. Whether it involves airlift or attack aircraft, in
small or large numbers, the versatility and responsiveness of airpower allow
the simultaneous application of mass and maneuver.
4.6.3.6. Economy of force is
the judicious employment and distribution of forces. Its purpose is to
allocate minimum essential resources to secondary efforts. This principle calls
for the rational use of force by selecting the best mix of air, space, and
cyberspace capabilities. To ensure overwhelming combat power is available,
maximum effort should be devoted to primary objectives. At the operational
level of war, commanders ensure that any effort made towards secondary
objectives does not degrade achievement of the larger operational or strategic
objectives. This principle requires Airmen to maintain a broader operational
view even as they seek to obtain clearly articulated objectives and priorities.
4.6.3.6.1. Economy of force may require a
commander to establish a balance in the application of airpower between
attacking, defending, delaying, or conducting other operations such as
information operations, depending on the importance of the area or the priority
of the objective or objectives. Also, priorities may shift rapidly; friendly
troops in contact might drive a change in priority from one type of mission
(e.g., interdiction) to another (e.g., close air support). Although this
principle suggests the use of overwhelming force in one sense, it also
recommends guarding against the overkill inherent in the use of more force than
reasonably necessary. This is particularly relevant when excessive force can
diminish the legitimacy and support for an operation.
4.6.3.7. The purpose of
security is to never permit the enemy to acquire unexpected advantage. Friendly
forces and their operations should be protected from enemy action that could
provide the enemy with unexpected advantage. The lethal consequences of enemy
attack make the security of friendly forces a paramount concern.
4.6.3.7.1. Critical to security is the understanding that it embraces
physical security, operations security, and security of the information
environment. Information has always been part of air, land, and sea warfare;
now, with the proliferation of advanced communications and computer
technologies, it becomes even more central to the outcome of a conflict.
4.6.3.7.2. Aircraft are most vulnerable on the ground. Thus, force protection is an integral part of airpower employment.
Fixed bases are especially vulnerable as they not only should withstand aerial,
ground, and cyberspace attacks, but should also sustain concentrated and
prolonged air, space, and cyberspace activities against the enemy.
4.6.3.7.3. From an Airman's perspective, security also may
be obtained by staying beyond the enemy's reach, physically and
virtually. Airpower is uniquely suited to capitalize on this through
its ability to operate over the horizon. Not only can airpower reach and strike
at extended range, but it also can distribute data and analysis as well as
command and control across a worldwide span.
4.6.3.7.4. Security from physical and electronic enemy intrusion conceals our
capabilities and intentions, while allowing friendly forces the freedom to
gather information on the adversary the type of information that creates the
opportunity to strike the enemy where least expected. By exploiting the
vertical mediums of air and space, Airmen provide security for our nation and
friendly forces by detecting enemy actions and determining intentions even in
denied areas.
4.6.3.7.5. Commanders have an obligation to protect their forces, but the
threat and the means for countering it are quite different in contingency
operations. The threat varies depending on local circumstances, but the
commander must be aware that it always exists. Although U.S. forces have a
right to self-defense, Airmen must bear in mind the concepts of necessity and
proportionality when exercising that right (as discussed in the standing rules
of engagement). Necessity exists when a hostile act
occurs or when a force demonstrates hostile intent; use of force is then authorized
while the force continues to commit hostile acts or exhibit hostile intent. Proportionality means the use of force should be sufficient
to respond decisively, and may exceed the means and intensity of the hostile
act/intent, but the nature, duration and scope of force should not exceed what
is required.
4.6.3.7.6. The concepts of necessity and proportionality as applicable to
self-defense should not be confused with those of military necessity and
proportionality as applicable in the law of armed conflict, which together seek
to minimize collateral damage during offensive or defensive operations during
armed conflict. Indeed, the defense of friendly forces against enemy attack
during armed conflict would not (subject to prevailing rules of engagement) involve
the concept of self-defense at all.
4.6.3.8. Surprise leverages
the principle of security by attacking the enemy at a time, place, or in a
manner for which they are not prepared. The speed and range of air,
space, and cyberspace capabilities, coupled with their flexibility and
versatility, allow air forces to achieve surprise more readily than other
forces. The final choice of timing and tactics rests with the air component
commander because terrain and distance are not inhibiting factors.
4.6.3.8.1. Surprise is one of airpower's strongest advantages. Operation EL DORADO CANYON (the U.S. raid on Libya) and the opening
day of the air campaign during Operation DESERT STORM highlight examples where
airpower achieved surprise.
4.6.3.8.2. Airpower can enhance and empower other forces to achieve surprise
as well. The rapid global reach of airpower can enable surface forces to reach
foreign destinations quickly, thus seizing the initiative through surprise.
4.6.3.9. Simplicity calls for
avoiding unnecessary complexity in organizing, preparing, planning, and
conducting military operations. Simplicity ensures that guidance,
plans, and orders are as simple and direct as the objective allows. Simple
guidance allows subordinate commanders the freedom to operate creatively within
their portion of the operational environment, supporting the concept of
decentralized execution. Common equipment, a common understanding of Service
and joint doctrine, and familiarity with procedures through joint exercises and
training, can help overcome complexity. Straightforward plans, unambiguous
organization, and clearly-defined command relationships are central to reducing
complexity as well.
4.6.4. Additional Principles
of Operations.
In addition to the traditionally-held
principles of war, an additional set of principles has been developed as a
result of experience in contingency operations. These were first cast as
principles of military operations other than war and later as the political
dimension of smaller-scale contingencies. A distinguishing characteristic of
such operations has been the degree to which political objectives influence
operations and tactics. (Note that joint doctrine does not contain unity of
effort as an additional principle.) These additional principles are:
4.6.4.1. Often the military
is not the sole, or even the lead, agency in contingency operations. Some
operations are, by their nature, predominantly military. In most situations,
however, the military will likely be one agency of many. As is especially common
in stability operations, military forces often find themselves supporting the
other instruments of national power. While unity of command is critical within
the military forces, most of these operations demand unity of effort among a
wide range of agencies to ensure that they coordinate their resources and focus
on the same goal.
4.6.4.1.1. Unity of effort
becomes critical during interagency operations and can best be achieved through
consensus building. Whereas the main effort in military planning is on
developing courses of action, the main effort in interagency planning should be
to develop a shared, detailed understanding of the situation. This allows the
various agencies to better understand how they can best apply their respective
capabilities and measure success.
4.6.4.2. Restraint is the
disciplined application of military force appropriate to the situation. Commanders
should recognize that in some types of operations, use of more force than the
minimum that is reasonably necessary (even though under or at the maximum
permissible) may lead to escalation to a higher intensity conflict; could
adversely affect efforts to gain or maintain legitimacy; and may impede the
attainment of both short- and long-term goals.
4.6.4.2.1. Air component commanders should
begin developing a force structure by outlining the necessary capabilities
needed for an operation and then follow up by deploying the appropriate
tailored air, space, and cyberspace force mix. In order to maintain effective
security while also exercising restraint, commanders should develop very clear
rules on the use of force and rules of engagement. The rules of engagement for
contingency operations are often more restrictive, detailed, and sensitive to
political concerns than in sustained combat operations. Moreover, these rules
may change frequently during operations. For all operations, Airmen should
understand that restraint in the use of force is appropriate and more easily
justified. However, restraint does not preclude the ability to use armed force,
both lethal and nonlethal, when necessary in self-defense.
4.6.4.3. The principle of perseverance encompasses the
patient, resolute, and persistent pursuit of national goals and objectives, for
as long as necessary to achieve them. Some
contingency operations involve a one-time occurrence or a short-term operation
to maintain stability until local authorities can take over. Many missions,
however, especially peace operations and building partner capacity, require a
long-term commitment. The U.S. should be prepared to stay involved in a region
for a protracted time in order to achieve its strategic goals. Complex problems
often cannot be solved quickly; if a situation has been building for a long
time, it may take the same amount of time or longer to resolve it. With this in
mind, objectives should be established for the conditions under which forces
may leave, rather than simply by a timetable for departure.
4.6.4.4. In order to reduce the threat to U.S. forces and
to enable them to work toward their objective, the U.S. should be viewed as a
legitimate actor in the mission, working towards multi-lateral interests
including our own. While legitimacy is
principally generated by U.S. political leadership, legitimacy in the eyes of
the host nation or target population could be affected more by the actions of
the military. One key means of promoting legitimacy for certain types of
contingency operations is through robust and effective military public affairs
operations. Commanders should work closely with the host-nation government (if,
in fact, there is one) at all levels to help preserve and foster the sense of
legitimacy of mission.
4.7. Tenets of Airpower.
The application of airpower is refined by
several fundamental guiding truths. These truths are known as tenets. They
reflect not only the unique historical and doctrinal evolution of airpower, but
also the current appreciation for the nature of airpower. The tenets of
airpower complement the principles of joint operations. While the principles of
war provide general guidance on the application of military forces, the tenets
provide more specific considerations for the employment of airpower. The tenets
of airpower are identified below. (Reference:
Volume 1 Basic
Doctrine)
4.7.1. The tenet of
centralized control and decentralized execution is critical to effective
employment of airpower. Indeed, they are the fundamental organizing
principles for airpower, having been proven over decades of experience as the
most effective and efficient means of employing it. This tenet enables the
principle of mass while maintaining economy of force. Because of airpower s
unique potential to directly affect the strategic and operational levels of
war, it should be controlled by a single Airman who maintains the broad,
strategic perspective necessary to balance and prioritize the use of a
powerful, highly desired yet limited force. A single air
component commander, focused on the broader aspects of an operation, can best
balance or mediate urgent demands for tactical support against longer-term
strategic and operational requirements. The ability to concentrate the air
effort to fulfill the highest priorities for effects and to quickly shift the
effort can only be accomplished through centralized control. On the other hand,
the flexibility to take advantage of tactical opportunities and to effectively
respond to shifting local circumstances can only be achieved through
decentralized execution.
4.7.1.1. This tenet is best appreciated as a general philosophy for the
command and control of airpower. The construct of centralized control is an
encapsulation of a hard-learned truth: that control of a valuable yet scarce
resource (airpower) should be commanded by a single Airman, not parceled out
and hardwired to subordinate surface echelons as it was prior to 1943. Tied to
this fundamental truth is the recognition that no single Airman is capable of
making all decisions, and should thus empower subordinates to respond in
accordance with senior leader intent.
4.7.1.2. Centralized control should be accomplished by an Airman at the
functional component commander level who maintains a broad focus on the joint
force commander's objectives to direct, integrate, prioritize, plan,
coordinate, and assess the use of air, space, and cyberspace assets across the
range of military operations. Centralized control may be manifest at different
levels within a combatant command depending on how the air component(s) is
(are) organized and the nature of the supporting command and control architecture
(functional or geographic). Also, due to the dynamics of the operational
environment, control over some capabilities may, over time, shift up or down
the command chain according to changes in priorities.
4.7.1.3. Centralized control empowers the air component commander to
respond to changes in the operational environment and take advantage of
fleeting opportunities, and embodies the tenet of flexibility and versatility. Some would rather this be just centralized planning and
direction. From an Airman's perspective, planning and directing do not convey
all aspects of control implied in centralized control, which maximizes the
flexibility and effectiveness of airpower. Centralized control is thus pivotal
to the determination of continuing advantage. However, it should not become a
recipe for micromanagement, stifling the initiative subordinates need to deal
with combat's inevitable uncertainties.
4.7.1.4. Decentralized execution is defined as the delegation of authority
to designated lower-level commanders' and other tactical-level decision makers
to achieve effective span of control and to foster disciplined initiative and
tactical flexibility. It allows subordinates, all the way down to the tactical
level, to exploit situational responsiveness and fleeting opportunities in
rapidly changing, fluid situations. The benefits inherent in decentralized
execution, however, are maximized only when a commander clearly communicates
intent and subordinate commanders frame their actions accordingly.
4.7.1.5. Centralized control and decentralized execution of airpower
provide broad global or theater-wide focus while allowing operational
flexibility to meet military objectives. They assure concentration of effort
while maintaining economy of force. They exploit airpower's versatility and
flexibility to ensure that it remains responsive, survivable, and sustainable.
4.7.1.6. Execution should be decentralized within a C2 architecture that
exploits the ability of front-line decision makers (such as strike package
leaders, air battle managers, forward air controllers) to make on-scene
decisions during complex, rapidly unfolding operations. Modern communications
technology may tempt commanders to take direct control of distant events and
override the decisions of forward leaders, even when such control is not
operationally warranted. This should be resisted at all costs in all functional
components' not just air. Despite impressive gains in data exploitation and
automated decision aids, a single person cannot, with confidence, achieve and
maintain detailed situational awareness over individual missions when fighting
a conflict involving many simultaneous engagements taking place throughout a
large area, or over individual missions conducted in locally fluid and complex
environments.
4.7.1.7. There may be some situations where there may be valid reasons for
control of specific operations at higher levels, most notably when the JFC (or
perhaps even higher authorities) may wish to control strategic effects, even at
the sacrifice of tactical efficiency. However, such instances should be rare,
as in the short notice prosecution of high-value, time-sensitive targets, or
when the operational climate demands tighter control over selected missions due
to political sensitivities, such as the potential for collateral damage or
mistargeting, or in the case of nuclear employment. In all cases, senior
commanders balance overall campaign execution against the pressing need for
tactical effectiveness. As long as a subordinate's decision supports the
superior commander's intent and meets campaign objectives, subordinates should
be allowed to take the initiative during execution.
4.7.2. Although often used interchangeably,
flexibility and versatility are different.
4.7.2.1. Flexibility allows airpower to exploit mass and
maneuver simultaneously. Flexibility allows
airpower to shift from one campaign objective to another, quickly and
decisively; to go downtown on one sortie, then hit fielded enemy forces the
next; to re-role assets quickly from a preplanned mission to support an
unanticipated need for close air support of friendly troops in contact with
enemy forces.
4.7.2.2. Versatility is the ability to employ airpower
effectively at the strategic, operational, and tactical levels of war and provide
a wide variety of tasks in concert with other joint force elements. Airpower has the potential to achieve this unmatched synergy
through asymmetric and parallel operations. Space and cyberspace capabilities
are especially able to simultaneously support multiple taskings around the
globe and support tasks at all levels of warfare.
4.7.3. Synergistic Effects. The proper application of a
coordinated force across multiple domains can produce effects that exceed the
contributions of forces employed individually. The destruction of a large number of targets through attrition
warfare is rarely the key objective in modern war. Instead, the objective is
the precise, coordinated application of the various elements of airpower and
surface power to bring disproportionate pressure on enemy leaders to comply
with our national will (affecting their intent) or to cause functional defeat
of the enemy forces (affecting their capability). Airpower's ability to observe
adversaries allows joint force commanders to counter enemy movements with
unprecedented speed and agility. Airpower is unique in its ability to dictate
the tempo and direction of an entire warfighting effort regardless of the scale
of the operation.
4.7.4. Persistence. Air, space, and cyberspace operations
may be conducted continuously against a broad spectrum of targets. Airpower's exceptional speed and range allow its forces to
visit and revisit wide ranges of targets nearly at will.Airpower does not have
to occupy terrain or remain constantly in proximity to areas of operation to
bring force upon targets. Space forces in particular hold the ultimate high
ground, and as space systems continue to advance and proliferate, they offer
the potential for persistent overhead access; unmanned aircraft systems offer
similar possibilities from the atmosphere.
4.7.4.1. Examples of persistent operations might be maintaining a
continuous flow of materiel to peacetime distressed areas; Air Force
intelligence, surveillance, and reconnaissance capabilities monitoring
adversaries to ensure they cannot conduct actions counter to those agreed upon;
assuring that targets are kept continually out of commission; or ensuring that
resources and facilities are denied an enemy or provided to an ally during a
specified time. The end result would be to deny the opponent an opportunity to
seize the initiative and to directly accomplish assigned tasks.
4.7.4.2. Factors such as enemy resilience, effective defenses, or
environmental concerns may prevent commanders from quickly attaining their objectives.
However, for many situations, airpower provides the most efficient and
effective means to attain national objectives. Commanders must persist in the
conduct of operations and resist pressures to divert resources to other efforts
unless such diversions are vital to attaining theater goals or to survival of
an element of the joint force. Given sufficient time, even the most devastating
strategic effects can be circumvented by resourceful enemies; the goal is to
keep pressure on and not allow the enemy that time.
4.7.5. Concentration. One of the most constant and
important trends throughout military history has been the effort to concentrate
overwhelming power at the decisive time and place. The principles of mass and economy of force deal directly
with concentrating overwhelming power at the right time and the right place (or
places). The versatility of airpower with its lethality, speed, and persistence
makes it an attractive option for many tasks. With capabilities as flexible and
versatile as airpower, the demand for them often exceeds the available forces
and may result in the fragmentation of the integrated airpower effort in
attempts to fulfill the many demands of the operation. Depending on the
operational situation, such a course of action may court the triple risk of
failing to achieve operational-level objectives, delaying or diminishing the
attainment of decisive effects, and increasing the attrition rate of air forces
and consequently risking defeat. Airmen should guard against the inadvertent
dilution of airpower effects resulting from high demand.
4.7.6. Priority. Commanders should establish clear
priorities for the use of airpower. Due to
its inherent flexibility and versatility, the demands for airpower may likely
exceed available resources. If commanders fail to establish priorities, they
can become ineffective. Commanders of all components need
to effectively prioritize their requirements for coordinated airpower effects
to the joint force commander, and only then can effective priorities for the
use of airpower flow from an informed dialogue between the joint force
commander and the air component commander. The air component commander should
assess the possible uses of component forces and their strengths and
capabilities to support the overall joint campaign. Limited resources require
that airpower be applied where it can make the greatest contribution to the
most critical current joint force commander requirements. The application of
airpower should be balanced among its ability to conduct operations at all
levels of war, often simultaneously. The principles of mass, offensive, and
economy of force, the tenet of concentration, and the Airman's strategic
perspective all apply to prioritizing airpower.
4.7.7. Balance is an essential guideline for air
commanders. Much of the skill
of an air component commander is reflected in the dynamic and correct balancing
of the principles of joint operations and the tenets of airpower to bring Air
Force capabilities together to produce synergistic effects. An air
component commander should balance combat opportunity, necessity,
effectiveness, efficiency, and the impact on accomplishing assigned objectives
against the associated risk to friendly forces.
4.7.7.1. An Airman is uniquely and best suited
to determine the proper theater-wide balance between offensive and defensive
air operations, and among strategic, operational, and tactical applications.
Air, space, and cyberspace assets are normally available only in finite
numbers; thus, balance is a crucial determinant for an air component commander.
Section 4C Air Expeditionary Force
4.8. Air Expeditionary Force:
4.8.1. AEF Concept.
The AEF concept provides forces and support on
a rotational and relatively more predictable basis. The AEF force generation
construct establishes a predictable, standardized battle rhythm to ensure
operational forces are organized, trained, equipped, and ready to respond to
CCDRs' requests for forces. Using a rotational capacity construct, deployed
units undergo a period of dwell (i.e., time spent at home station) before
entering another deployment/mobilization vulnerability period.
4.8.2. Expeditionary Capabilities.
The Air Force relies on the AEF as a force
management tool to sustain capabilities while rapidly responding to emerging
crises. The Air Force supports global combatant commander requirements through
a combination of assigned, attached (rotational), and mobility forces that may
be forward deployed, transient, or operating from home station. There are four
major elements of the AEF structure: readily available force, enabler force,
inplace support, and institutional force. The first three elements are
components that primarily constitute the Air Force's warfighting capability and
are therefore postured in unit type codes.
4.8.2.1. Readily Available Force. The readily available force is the primary pool from which
the Air Force fulfills Global Force Management Allocation Plan requirements. To
meet these requirements, the Air Force aligns its warfighting capabilities
(i.e. forces from combat, combat support, and combat service support
organizations) based on requirements relative to assigned rotational
capabilities for each vulnerability period.
4.8.2.2. In-place Support. In-place Support. There are two types of in-place support;
forces that almost exclusively employ in direct support of a combatant
commander mission, and those that represent the minimum number of requirements
to support critical home station operations. In-place support forces are also
included in the AEF Concepts.
4.8.2.3. Demand Force Team. Demand
Force Teams include user assets with a unique set of mission capabilities, such
as global mobility forces, Special Operation Forces, personnel recovery forces,
space forces, and other uniquely categorized forces that provide support to
authorized organizations within and outside the Department of Defense. Most
high demand/low supply assets, like these are postured as Demand Force Teams
and will rotate as operational requirements dictate. Due to their unique nature,
they cannot be easily aligned in AEF battle rhythm; however, every effort must
be made to develop a sustainable plan by the Headquarters Air Force/major
command functional area managers as a part of the enabler nomination request
package.
4.8.2.4. Institutional Force. The
institutional force consists of those forces assigned to organizations
responsible for Secretary of the Air Force directed Title 10 functions at the
Air Force level (such as organize, train, equip, recruit, supply, etc.).
Examples of these forces include: Military Training Instructors, technical
school instructors, and personnel assigned to major commands and Headquarters
staff. These organizations will not posture unit type codes in the unit type
code availability, unless a waiver is granted by Headquarters Air Force.
Although these organizations do not represent a war-fighting capability, the
individuals assigned to these organizations are deployable.
4.8.2.5. AEF Battle Rhythm. The
AEF operates on a 24-month life cycle. This cycle includes periods of normal
training, preparation, and deployment vulnerability.
4.8.2.5.1. For most forces, the majority of the AEF battle rhythm is spent in
normal training during which forces concentrate on unit missions and basic
proficiency events in accordance with applicable Air Force directives and Air
Force Specialty Code requirements. This may include Joint, Air Force, or major
command exercise participation such as Red Flag and Silver Flag. Most
contingency and deployment training should take place during this period. This
training and exercise period is also used to fill the unit's assigned/committed
mission requirements, filling contingency requirements for 30 days or less and
crisis response needs including humanitarian response operations and operational
plans.
4.8.2.5.2. Post-deployment reconstitution is included in this period. During
the month immediately after deployment, the unit is focused on recovery.
Permanent change of station or permanent change of assignment moves into and
out of the unit will be de-conflicted to the maximum extent possible to occur
during the 3-month period immediately after the vulnerability period.
4.8.2.5.3. For forces aligned in the Enabler force, unit commanders should
develop a deployment schedule that provides a measure of predictability to
associated Airmen. However, operational requirements may force deviations from
the applicable battle rhythm. Major command vice commanders will ensure
appropriate mechanisms are in place to ensure Airmen postured as Enablers are
provided a measure of predictability/stability
4.8.3. Global Force Management.
Global force management is the process the
Secretary of Defense and the Chairman of the Joint Chiefs of Staff use to
assign forces to combatant commander for mission accomplishment and allocate
additional forces to combatant commanders in the event of contingency
operations and apportion forces for combatant commander planning in the event
contingency operations escalate. Global force management also provides senior
decision makers a process to quickly and accurately assess the impact and risk
of proposed changes in force assignment, apportionment, and allocation.
4.8.4. AEF Schedule.
The AEF schedule operates on two 12-month life
cycles that align with the global force management cycle and coincide with
fiscal years. Prior to the beginning of every AEF cycle, Air Force specialty
functional area managers will revalidate the deployment to dwell period
alignment of their respective capability areas and realign forces if necessary.
The Air Force goal is that functional areas align to the least strenuous
deployment to dwell baseline to minimize risk to the force. Every 12 months a
new 24-month AEF schedule will be established
4.8.5. AEF Teaming Construct.
The Air Force has transitioned to the AEF
Teaming concept. This construct provides a better teaming concept through
larger groupings of unit type codes from fewer units/bases in order to allow
Airmen to deploy with their supervisors and members of their unit/base. This
allows for shared common experiences throughout the deployment process.
However, it should be noted, there will be no change to how the Air Force
presents forces (air expeditionary task force (rotational), Component-major
command-Numbered Air Force (in-place)).
4.9. Air Expeditionary Force
Schedule and Posturing:
4.9.1. Posturing.
The basic building block used in force planning
and the deployment of forces is the unit type code. A unit type code is a Joint
Chiefs of Staff developed and assigned code, five-character alphanumeric
designator uniquely identifying each type unit in the Armed Forces, and its
force capability with personnel and/or equipment requirements. The assignment
of a unit type code categorizes each type organization into a class or kind of
unit having common distinguishing characteristics. All Air Force personnel
contribute to the AEF and are inherently deployable or employable in-place.
Those organizations identified as a Combat, Combat Support, or Combat Service
Support or war-fighting organizations will posture unit type codes.
Institutional organizations identified as other will not posture unit type
codes. Posturing unit type codes is based on an organization's funded military
authorizations as shown in unit manpower document.
4.9.1.1. AEF forces can be postured as forces ready to
deploy to support combatant commander worldwide requirements, home
station requirements, or reach back support to combatant commanders. This
provides balanced war-fighting capabilities across the AEF Construct to support
combatant commander requirements. With unit chain-of-command involvement and
major command leadership and/or AEF cell oversight, major command functional
area managers must determine which unit type codes to posture based on
operational need, organizational specifics, and posturing codes within their
functional area. Not all unit type codes will be postured, units may be tasked
to support a unit type codes they have not postured as long as the unit can
meet the unit type code's mission capability statement.
4.9.1.2. The various posturing codes (P-codes) indicate the number of unit
type codes that are required for assigned/committed missions, critical home
station requirements, and the number of unit type codes available to be
simultaneously tasked for deployment.
4.9.1.2.1. DP. The minimum
number of unit type codes required to accomplish the unit's assigned/committed
missions either deployed or in-place. Assigned/committed missions include CCDR
missions as well as those of external organizations/agencies that the unit must
accomplish.
4.9.1.2.2. DX. Represents
the minimum number of unit type code requirements to support critical home
station operations. These missions are not associated with the
assigned/committed mission; failure to accomplish these missions would not
impact the assigned/committed mission requirements of the unit.
4.9.1.2.3. DW. Represents
the maximum number of unit type code requirements available to support CCDR's
rotational mission.
4.9.2. AEF Indicators:
4.9.2.1. All Airmen will be given an AEF indicator within 15-days of Date
Arrive Station. For individuals assigned to readily available forces, their AEF
indicator will correspond to the same AEF period as the unit's unit type codes.
For individuals assigned to the Institutional Force, the AEF indicator will
correspond to an AEF vulnerability period determined by the Airman's commander
or equivalent. Except in cases of reaching forward, individuals will deploy
during their associated AEF vulnerability period. Changing an individual's AEF
indicator will be done only under extenuating circumstances, along with
permanent change of station or permanent change of assignment.
4.9.2.2. AEF indicator Association Review. Prior to the start of each AEF
Schedule, unit commanders will review AEF indicator codes of assigned Airmen to
ensure they match unit type code alignment. In the case of the institutional
force, organization commanders (or equivalent) will review AEF indicator codes
to ensure equal distribution across the five vulnerability periods to the
maximum extent possible while meeting the needs of the organization.
4.10. Deployment Planning Systems
and Tools:
4.10.1. Adaptive Planning and
Execution System (APEX). Joint operation planning occurs within a
system of joint policies, procedures, and reporting structures known as APEX.
APEX is supported by communications and information technology that is used by
the joint planning and execution community to monitor, design, plan, execute,
and assess mobilization, deployment, employment, sustainment,
redeployment, and demobilization activities associated with joint operations.
APEX formally integrates the planning activities of the joint planning and
execution community and facilitates the seamless transition from planning to
execution during times of crisis. APEX is the physical, virtual, and policy
structure through which national strategic guidance is translated all the way
down to levels used by the Air Force to plan and execute deployment activities.
National strategic guidance proceeds through the following levels down to Air
Force-specific guidance on deployment and support for the AEF.
4.10.1.1. National-Level Strategies. The National Security Strategy is prepared
by the president for Congress, outlining our nation's major security concerns
and how the administration plans to address them using all instruments of
national power (diplomatic, informational, and economic as well as military).
The National Defense Strategy describes how the Department of Defense will
support the objectives lined out in the National Security Strategy, as well as
providing a framework for other Department of Defense guidance, specifically on
deliberate planning, force development, and intelligence. The National Military
Strategy provides the Chairman Joint Chief of Staff advice regarding the
security environment; it also defines national-level military objectives (i.e.,
ends), how to accomplish these objectives (ways), and addresses the military
capabilities required to execute the strategy (means). The Quadrennial Defense Review
helps articulate the latest National Security Strategy and National Defense
Strategy by defining force structure, modernization plans, and budget plans.
4.10.1.2. Unified Command Plan. The Unified Command Plan establishes combatant command missions and
responsibilities, addresses assignment of forces, delineates geographic areas
of responsibility for geographic combatant commanders, and specifies
responsibilities for functional combatant commanders.
4.10.1.3. Guidance for Employment of the Force. The Guidance for Employment of the Force provides twoyear
direction to combatant commands for operational planning, force management,
security cooperation, and posture planning. The Guidance for Employment of the
Force is the method through which the Secretary of Defense translates strategic
priorities in the National Security Strategy, National Defense Strategy, and
Quadrennial Defense Review into implementable direction for operational
activities.
4.10.1.4. Joint Strategic Capabilities Plan. The Joint Strategic Capabilities Plan is the primary vehicle
through which the Joint Chiefs of Staff exercise responsibility for directing
the preparation of joint plans. The Joint Strategic Capabilities Plan provides
military strategic- and operational-level guidance to combatant commanders,
Service Chiefs, combat support agencies, and applicable Department of Defense
agencies for preparation of combatant commanders' ongoing, steady-state
campaign plans, as well as plans for specific contingencies or operations, based on current military capabilities. The Joint Strategic
Capabilities Plan is the link between strategic guidance provided in the
Guidance for Employment of the Force and joint operation planning activities
and products that accomplish that guidance.
4.10.2. U.S. Air Force War
and Mobilization Plan (WMP). The WMP is the Air Force s five-volume
supporting document to the Joint Strategic Capabilities Plan. The WMP volumes
provide the Air Staff, planners, and commanders with current policies, planning
factors, and Chairman Joint Chief of Staff-apportioned forces for conducting
and supporting operations. The five volumes consist of:
4.10.2.1. Volume 1, Basic Plan and Supporting Supplements
(WMP-1), provides a consolidated reference source
for general policies and guidance for mobilization planning and the support of
combat forces in war and other operations.
4.10.2.2. Volume 2, Plans Listing and Summary (WMP-2), is the single-source listing of all active plans with
time-phased force and deployment data, or at least the Air Force portions of
the time-phased force and deployment data). Part 1 lists all combatant
commander plans required by the Joint Strategic Capabilities Plan. Part 2
consists of the supporting plans written by component headquarters in support
of Part 1, including the Air Force Service component.
4.10.2.3. Volume 3, Combat and Support Forces (WMP-3), contains four parts: Part 1 lists combat forces. When building the Air Force time-phased force and deployment data to
accompany plans, component headquarters use only forces identified in Vol. 3,
Part 1. Part 2 lists the Air Force unit type code availability,
containing all postured unit type code capability in the Air Force. Part 3
contains the Air Force Readiness Spares Package authorization document. Part 4
contains the capability annexes to the AEF Force Presence Policy, which
describes how the Air Force makes its forces available through assignment, apportionment,
and allocation to combatant commanders.
4.10.2.4. Volume 4, Wartime Aircraft Activity (WMP-4), documents aircraft movement and operation by geographic location
in plans, listed by current year (Part 1) and one year out (Part 2). It also
provides guidance for and lists war reserve materiel, mission oriented items,
and non-aircraft unit related ration requirements, again by location.
4.10.2.5. Volume 5, Basic Planning Factors and Data (WMP-5), provides approved U.S. Air Force planning factors by aircraft
type and theater, serving as a basis for establishing worldwide support for
programmed force levels, based on aircraft apportioned in the WMP-3 in support
of the Joint Strategic Capabilities Plan.
4.10.3. The information contained in the WMP's volumes provides the basis
for Air Force component-level planning in support of combatant commanders'
theater and functional campaign plans. These specify strategies for the
combatant commands' steady-state, ongoing operations in support of national
guidance. The WMP also supports deliberate planning for specific contingency
operations, which are generally specific branches or sequels of combatant
commanders' campaign plans, and which may be developed into detailed
on-the-shelf concept plans (with or without an Air Force time-phased force and
deployment data) or operation plans. These concept plans and operation plans
then often form the basis of crisis action planning for related contingencies.
Such plans will contain tasking for the Air Force Service component as well as
the joint or combined functional air component. Crisis action planning will
further develop requirements into specific operation orders (such as warning,
planning, alert, and execute orders) applicable to particular units. It is
important to realize, however, that commanders and planners can reach down from
any of the levels explained above and require base- or unit-level deployment
planning (and sometimes execution) from theater campaign plans all the ways
down to crisis execution orders.
4.10.4. Base Level Deployment Planning and Execution:
4.10.4.1. Force Presence. All Air Force personnel contribute to the AEF. Air Force Personnel
Center (or other designated force manager) supports AEF operations by
identifying the most ready and available forces as part of unit type codes or
as individuals to meet the stated requirement.
4.10.4.2. Designed Operational Capabilities Statement. Document prepared by a parent major command that
consolidates reporting criteria and information based on Authoritative Data
Sources requirements and Functional Manager inputs. The designed operational
capabilities statement compiles Core Mission Essential Task List, War and
Mobilization Plan, unit type code Availability and specific resources units are
required to report. The designed operational capabilities statement ensures
standards of reporting and to assist the units and commanders with gathering
and reporting readiness data.
4.10.4.3. Mission Capability Statement. A short paragraph describing the mission capabilities that
higher headquarters planners expect of a specific unit type code. The statement
usually contains pertinent information such as the type of base where
commanders will deploy the unit, the unit's functional activities, and other
augmentation requirements necessary to conduct specific missions.
4.10.4.4. Operation Plan. An
operation plan is any plan for the conduct of military operations prepared in
response to actual or potential contingencies. They are based upon stated
assumptions and are in the form of directive employed by higher authority to
permit subordinate commanders to prepare supporting plans and orders. Combatant
commanders create operation plans in response to strategic-level guidance and
commanders of subordinate commands may also create them in response to
requirements tasked by the establishing unified commander. Operation plans are
prepared in either complete format, containing a full description of the
concept of operations, all annexes applicable to the plan, and a time-phased
force and deployment data, or as a concept plan, with or without a time-phased
force and deployment data.
4.10.4.5. Time Phased Force and Deployment Data. When developing or executing plans, a time phased force and
deployment data is the data base used to coordinate the movement of forces into
their operational locations, almost like a baseball team's batting order. The
time-phased force and deployment data includes forces from all Services and
their movement requirements. A time-phased force and deployment data contains
critical information to include the time phasing of forces by C-Dates to
specific destinations (called routing data). Additionally, through the use of
unit type codes, this information includes personnel and equipment details. A
time-phased force and deployment data is a deployment planning and execution
tool containing live data that changes frequently. Time-phased force and
deployment data provide a prioritized list of what unit type codes deploy in
support of a particular plan, catalog combatant commander requirements, route
forces, and establish transportation requirements. time-phased
force and deployment data must be prioritized due to all Services competing for
the movement assets.
4.10.4.6. Installation Deployment Readiness Cell. Centralized function aligned under the Logistic Readiness
Squadron commander and located within the Logistic Readiness Squadron
responsible for identifying, validating, and distributing deployment taskings
and information. The installation deployment readiness cell is the day-to-day
focal point for all deployment and execution operations. The permanent staff
consists of the installation deployment officer, Logistic Readiness
Squadron/Logistics Plans and Integration, and Force Support Squadron/Personnel
Readiness Flight personnel.
4.10.4.7. Installation Deployment Officer. The designated military or federal civilian fully qualified
logistics readiness officer that acts on behalf of the host installation/wing
commander in directing, controlling, coordinating, and executing the deployment
of in-place (home station) and aggregated contingency forces and installation
deployment exercises (to include tenant units). Figure 4.1., provides the steps
involved within a tasking process.

4.10.4.8. Installation Personnel Readiness. The Installation Personnel Readiness is an office in the Force
Support Squadron responsible for providing installation wide personnel
deployment planning and execution and personnel support in matters pertaining
to; deployment availability information, personnel accountability, and duty
status reporting for contingency, exercise, and deployments. Installation
Personnel Readiness responsibilities are covered in the following five
categories: planning, global command and control system, accountability,
deployment processing, and general.
4.10.4.9. Unit Deployment Manager. The Unit Deployment Manager is appointed by the unit
commander to manage all deployment readiness and training aspects for
deployable personnel and equipment within their unit to ensure they are
deployment ready. In addition, unit deployment managers support redeployed
personnel in the redeployment support process, and serve as the primary liaison
to the unit training manager, flight/squadron leadership, wing training
functions regarding deployment related issues, and installation deployment
readiness cell.
4.10.4.10. AEF Online.
4.10.4.10.1. Commander's Toolkit. Commander's Toolkit is a nonsecure internet protocol router-net
based system that provides information on deployment readiness, including
individual medical readiness data at the unit level for commanders via the
Commander's Toolkit tab on every page of AEF Online (nonsecure internet
protocol router). This tool was specifically built for base-level commanders,
unit deployment managers, and other key staff, to monitor and manage the
deployment status of their units and e-mail unit members with outstanding
requirements directly from the tool.
4.10.4.10.2. Personal Deployment Preparedness Tool. The Personal Deployment Preparedness Tool provides personalized
information at the individual level for all uniformed Airmen. The information
provided includes; member's duty status, security clearance, AEF Indicator,
medical requirements (immunizations, medical equipment, deployment availability
codes, dental status, preventive health assessment and laboratory
requirements), and total force awareness training and Basic Airman Readiness,
expeditionary skills proficiency pre-deployment training requirements extracted
from the advanced distributed learning system.
4.10.4.10.3. AEF Unit Type Code Reporting Tool. AEF reporting tool measures AEF readiness at the unit type
code level. Force providers are involved in AEF reporting tool reporting as AEF
reporting tool monitors or as suppliers/receivers of AEF reporting tool
reporting information. AFI 10-244, Reporting Status of
Aerospace Expeditionary Forces, provides guideline for assessing and
reporting unit type code capabilities, reporting guidelines, and details daily
maintenance requirements. Through their unit AEF reporting tool monitors,
commanders report the ability of a unit type code to perform its mission
capability statement anywhere in the world at the time of the assessment. AEF
reporting tool highlights missing resources and quantifies missing requirements
for additional justification when submitting budgets.
4.10.4.10.3.1. AEF reporting tool is the only assessment system that reports at
the unit type code level and is the primary system used to source unit type
codes for taskings and contingencies. Commanders ensure AEF reporting tool is
accurate and up-to-date. Inaccurate AEF reporting tool reporting leads to
taskings that exceed capability, shortfalls/reclamas, delays in filling
combatant commander requirements, and Airmen receiving short-notice taskings.
4.10.4.10.3.2. Commanders conduct two types of unit type code assessments in AEF
reporting tool: Readiness Assessments and Tasking Assessments. Readiness
stoplight assessments (Green, Yellow, or Red) indicate whether a unit type code
can perform its mission capability statement anywhere in the world at the time
of the assessment. To report accurately, commanders and unit AEF reporting tool
Monitors, who may also be the unit deployment manager, must know their unit
type codes requirements and the status of their personnel and equipment and
actions required to bring all unit type codes to Green .
Section 4D The Joint Force
4.11. Introduction.
This section assists Airmen to successfully
operate as members of a joint team. Specifically, this section discusses the
foundations of joint doctrine, characterizes doctrine governing unified
direction of armed forces, outlines the functions of the Department of Defense
and its major components, describes the fundamental principles for joint
command and control, details doctrine for joint commands, describes joint
planning, provides guidance for multinational operations.
4.12. Foundations of Joint
Doctrine.
Joint doctrine promotes a common perspective
from which to plan, train, and conduct military operations. The foundations of
joint doctrine represents what is taught, believed, and advocated as what is
right (that is, what works best). U.S. military service is based on values that
U.S. military experience has proven to be vital for operational success.
4.13. Fundamental Principles for
Joint Command and Control:
4.13.1. Unity of command means all forces operate under a single commander
with the requisite authority to direct all forces employed in pursuit of a
common purpose. Unity of effort, however, requires coordination and cooperation
among all forces toward a commonly recognized objective, although they are not
necessarily part of the same command structure.
4.13.2. The President and the Secretary of Defense exercise authority,
direction and control of the Armed Forces through two distinct branches of the
chain of command and control. The operational branch, used for executing
missions, runs from the President, through the Secretary of Defense to the
combatant commander. The operational branch includes the following types of
command authorities:
4.13.2.1. Combatant command authority is the authority of a combatant
commander to perform those functions of command over assigned forces involving
organizing and employing commands and forces, assigning tasks, designating
objectives, and giving authoritative direction over all aspects of military
operations, joint training (or in the case of U.S. special operations command,
training of assigned forces), and logistics necessary to accomplish the
missions assigned to the command. It cannot be delegated or transferred.
4.13.2.2. Operational control is the command authority that may be exercised
by commanders at any echelon at or below the level of combatant command and may
be delegated within the command. Operational control is inherent in combatant
command and is the authority to perform those functions of command over
subordinate forces involving organizing and employing commands and forces,
assigning tasks, designating objectives, and giving authoritative direction
necessary to accomplish the mission. Operational control includes authoritative
direction over all aspects of military operations and joint training necessary
to accomplish missions assigned to the command; it does not include
authoritative direction for logistics or matters of administration, discipline,
internal organization, or unit training.
4.13.2.3. Tactical control is the command authority over assigned or
attached forces or commands, or military capability or forces made available
for tasking that is limited to the detailed direction and control of movements
or maneuvers within the operational area necessary to accomplish assigned
missions or tasks. Tactical control is inherent in operational control and may
be delegated to and exercised by commanders at any echelon at or below the
level of combatant command.
4.13.2.4. A support relationship is established by a superior commander
between subordinate commanders when one organization should aid, protect,
complement, or sustain another force. Support may be exercised by commanders at
any echelon at or below the combatant command level. This includes the
Secretary of Defense designating a support relationship between combatant
commanders as well as within a combatant command. The designation of supporting
relationships is important as it conveys priorities to commanders and staffs
that are planning or executing joint operations. The support command relationship
is, by design, a somewhat vague but very flexible arrangement. The establishing
authority (the common superior commander) is responsible for ensuring that both
the supported commander and supporting commanders understand the degree of
authority that the supported commander is granted.
4.13.3. The
administrative branch of the chain of command, from the President through the
Secretary of Defense to the Secretaries of the military departments to the
service chiefs, provides the authority for the Secretary of the military
department to accomplish those functions and responsibilities of administration
and support described in 10 United States Code.
4.13.3.1. Administrative control is direction or exercise of authority over
subordinate or other organizations in respect to administration and support,
including organization of service forces, control of resources and equipment,
personnel management, unit logistics, individual and unit training, readiness,
mobilization, demobilization, discipline, and other matters not included in the
operational missions of the subordinate or other organizations.
4.13.3.2. Administrative control is a service command authority, and flows
through service, not joint, channels. This authority is not an operational
command authority but provides the requisite authority for Services to execute
their individual organize, train, and equip functions.
4.13.4. All National Guard and Reserve forces
(except those specifically exempted) are assigned by the Secretary of Defense
to the combatant commands. However, those forces are available for operational
missions only when mobilized for specific periods, by law, or when ordered to
Regular Air Force after being validated for employment by their parent service.
4.14. Joint Force Organization:
4.14.1. Joint forces are established at three
levels: unified commands, subordinate unified commands, and joint task forces,
and can be established on either a geographic area or functional basis (Figure
4.2). These organizations are commanded by a joint force commander. A joint
force commander is a general term applied to a combatant commander, subunified
commander, or joint force commander authorized to exercise combatant command
(command authority) or operational control over a joint force.
4.14.1.1. A unified command is a command with broad continuing missions
under a single commander, composed of forces from two or more military
departments, and established by the President, through the Secretary of
Defense, with the advice and assistance of the Chairman, Joint Chief of Staff.
4.14.1.2. A specified command is a command that has broad continuing
missions and is established by the President, through the Secretary of Defense,
with the advice and assistance of the Chairman, Joint Chief of Staff.
Currently, there are no specified commands designated.

4.14.1.3. When authorized by the Secretary of Defense through the Chairman,
Joint Chief of Staff, commanders of unified commands may establish subordinate
unified commands to conduct operations on a continuing basis using the criteria
set forth for unified commands.
4.14.1.4. A joint task force is a joint force that is constituted and so
designated by the Secretary of Defense, a combatant commander, a subordinate
unified commander, or an existing joint task force commander. A joint task
force may be established on a geographical area or functional basis when the
mission has a specific limited objective and does not require overall
centralized control of logistics.
4.14.2. The key to successful employment of Air
Force forces as part of a joint force effort is providing a single Air Force
commander with the responsibility and authority to properly organize, train,
equip and employ Air Force forces to accomplish assigned functions and tasks.
The title of this commander is Commander, Air Force Forces. Operationally, the
Commander, Air Force Forces should be prepared to employ Air Force forces as
directed by the joint force commander, and if directed be prepared to employ
joint air forces as the joint force air component commander. In either event,
the Commander, Air Force Forces should also ensure that Air Force forces are
prepared to execute the missions assigned by the joint force commander. The
requirements and responsibilities of the COMAFFOR and joint force air component
commander are inextricably linked; both are critical to operational success.
4.14.2.1. Although all Air Force units, regardless of level, have an Air
Force commander, the title of Commander, Air Force Forces is reserved
exclusively to the single Air Force commander of an Air Force Service component
assigned or attached to a joint force commander at the unified combatant
command, subordinate unified command, or joint task force level. The Secretary
of Defense/combatant commander may elect to permanently establish a subordinate
unified command or temporarily establish a subordinate joint task force as part
of his/her organizational structure. The commanders of these subordinate joint
forces are, by joint and Air Force doctrine, joint force commanders at a lower
level than the combatant commander. If Air Force forces are assigned or
attached to subordinate joint force commanders, that action creates an Air
Force Service component with a separate Commander, Air Force Forces directly
responsible to the appropriate joint force commander.
4.14.2.2. The Commander, Air Force Forces should normally be designated at a
command level above the operating forces and should not be dual-hatted as
commander of one of the subordinate operating units. This allows the Commander,
Air Force Forces to focus at the operational level of war, while subordinate
commanders lead their units at the tactical level.
4.14.2.3. The Commander, Air Force Forces commands the Air Force Service
component to the joint force commander. At the combatant command or subordinate
unified command level this is normally a standing permanently assigned
organization. At the joint task force level the Air Force Service component
will normally be an air expeditionary task force. At whatever level, the Air
Force Service component presents a joint force
commander with a task-organized, integrated package with the appropriate
balance of force, sustainment, control, and force protection. Every Air Force
Service component presents a scalable, tailorable organization with three
elements: a single commander, embodied in the Commander, Air Force Forces;
appropriate command and control mechanisms; and tailored and fully supported
forces.
4.14.2.4. The air expeditionary task force will be tailored to the mission;
this includes not only forces, but also the ability to command and control
those forces for the missions assigned. When forming an air expeditionary task
force, the Commander, Air Force Forces should draw first from in-theater resources,
if available. If augmentation is needed, or if in-theater forces are not
available, the Air Force will draw as needed from the AEF currently on
rotation. These forces, whether in-theater or deployed from out of theater,
should be fully supported with the requisite maintenance, logistical support,
health services, and administrative elements. These forces will form up within
the air expeditionary task force as expeditionary wings, groups, squadrons,
flights, detachments, or elements, as necessary to provide reasonable spans of
control and command elements at appropriate levels and to provide unit identity.
4.14.2.5. Air expeditionary task force command and control mechanisms are in
place and are usually known as an air operations center. An air operations
center may be regional or functional, aligning with the purpose of the unified
command they support. The Commander, Air Force Forces requires command
activities as tools to assist in exercising operational control, tactical
control, and administrative control. The Commander, Air Force Forces uses an
air operations center to exercise control of air and space operations, and a
service component staff (commonly called the Air Force forces staff) to
exercise support operations and administrative control. The character of the
operations center may vary, depending on the nature of the forces. For air
mobility operations, the operations center may be the 618th Air Operations
Center (formerly the Tanker Airlift Control Center) at Scott Air Force Base,
while space operations would leverage the 614th Air Operations Center at
Vandenberg Air Force Base.
4.14.2.6. An air expeditionary task force also needs a command entity
responsible for the deployment and sustainment of Air Force forces. The Air
Force forces staff is the mechanism through which the Commander, Air Force
Forces exercises service responsibilities. These sustainment activities are
sometimes referred to as beds, beans, and bullets. The Air Force forces staff
is also responsible for the long-range planning and theater engagement
operations that fall outside the air operation center's current operational
focus.
4.14.2.7. The core capabilities of the air operations center and Air Force
forces staff should be well-established, but tailored in size and function
according to the theater and the operation. Not all operations require a
full-up air operations center with over 1,000 people or a large Air Force
forces staff. Smaller operations, such as some humanitarian operations, can
make do with a small control center that does little more than scheduling and
reporting.
4.14.3. Combatant commanders and commanders of
subordinate unified commands and joint task force commanders have the authority
to establish functional component commands to control military operations
(Figure 4.3). Joint force commanders may decide to establish a functional
component command to integrate planning; reduce their span of control; and/or
significantly improve combat efficiency, information flow, unity
of effort, weapon systems management, component interaction, and control over
the scheme of maneuver.
Figure 4.3. Joint Force Organization with
Functional and Service Component Commanders.

4.14.3.1. If air assets from more than one service are present within a
joint force, the joint force commander normally will designate a joint force
air component commander to exploit the full capabilities of joint air
operations. The a joint force air component commander should be the service
component commander with the preponderance of air capabilities and the ability
to plan, task, and control joint air operations. If working with allies in a
coalition or alliance operation, the joint force air component commander may be
designated as the combined force air component commander. Both joint and U.S.
Air Force doctrine state that one individual will normally be dual-hatted as
commander, Air Force forces and a joint force air component commander/combined
force air component commander. The U.S. Air Force prefers and
in fact, plans and trains to employ through a commander, Air
Force forces who is then prepared to assume responsibilities as aa joint force air component commander if so designated. The
joint force air component commander recommends the proper employment of air
forces from multiple components. The a joint force air component commander also
plans, coordinates, allocates tasks, executes, and assesses air and space
operations to accomplish assigned operational missions. Because of the wide
scope of air operations, the joint force air component commander will typically
maintain the same joint operating area/theater-wide perspective as the joint
force commander. The joint force air component commander, as with any component
commander, should not also be dual-hatted as the joint force commander.
4.14.3.2. Functional component commanders normally exercise tactical control
of forces made available to them by the joint force commander. Thus, a
Commander, Air Force Forces exercises operational control of Air Force forces
and, acting as a joint force air component commander, normally exercises
tactical control of any Navy, Army, Marine, and coalition air assets made
available for tasking (i.e., those forces not retained for their own service s
organic operations).
In preparing for battle I
have always found that plans are useless, but planning is indispensable.
General Dwight D. Eisenhower
34th president of the United States, 1953 1961
(1890 1969)
4.15. Joint Operation Planning.
Joint operation planning consists of planning
activities associated with joint military operations by combatant commanders
and their subordinate joint force commanders in response to contingencies and
crises. Joint operation planning transforms national strategic objectives into
activities by development of operational products that include planning for the
mobilization, deployment, employment, sustainment, redeployment, and
demobilization of joint forces. Furthermore, joint operation planning ties the
military instrument of national power to the achievement of national security
goals and objectives and is essential to securing strategic end states across
the range of military operations. Planning begins with the end state in mind,
providing a unifying purpose around which actions and resources are focused.
4.15.1. Joint operation planning provides a common basis for discussion,
understanding, and change for the joint force, its subordinate and higher
headquarters, the joint planning and execution community, and the national
leadership. The APEX system facilitates iterative dialogue and collaborative
planning between the multiple echelons of command to ensure that the military
instrument of national power is employed in accordance with national
priorities, and that the plan is continuously reviewed and updated as required
and adapted according to changes in strategic guidance, resources, or the
operational environment. Joint operation planning also identifies capabilities
outside Department of Defense required for achieving the strategic objectives
to reach the end state by providing a forum that facilitates the
inter-organizational coordination that enables unified action.
4.15.2. The APEX system operates in a networked, collaborative environment,
which facilitates dialogue among senior leaders, concurrent and parallel plan
development, and collaboration across multiple planning levels. The joint
planning and execution community uses the APEX system to monitor, plan, and
execute mobilization, deployment, employment, sustainment, redeployment, and
demobilization activities associated with joint operations. Clear strategic
guidance and frequent interaction between senior leaders and planners promote
early understanding of, and agreement on, planning assumptions, considerations,
risks, and other key factors.
4.15.3. In peacetime, combatant commanders develop campaign plans to
delineate their strategies for ongoing, steadystate operations intended to
deliver continuing strategic advantage to the U.S. and its allies. Planners
develop branch and sequel plans to these campaign plans to cover particular
potential contingencies within their areas of responsibility. These contingency
plans can be elaborated into one of four levels of detail, each with characteristic
planning products:
4.15.3.1. Commander's Estimate.
Produces multiple potential courses of action to address the contingency and
complete the mission. It contains the supported commander s evaluation of the
potential courses of action along with a recommended courses of action.
4.15.3.2. Base Plan. This
describes a concept of operations that addresses the contingency, based on a
selected course of action. It identifies major forces involved, the concept of
support, and anticipated timelines for completing the mission (often expressed
in lines of effort ). It normally does not contain
annexes or timephased force deployment data.
4.15.3.3. Concept of Plan.
This is an operation plan in abbreviated format. It normally includes a plan
summary, a base plan, and several crucial annexes (such as those delineating
command relations and interagency coordination requirements.). It may or may
not include a time-phased force deployment data.
4.15.3.4. Operation Plan. A
complete and detailed joint plan containing a comprehensive description of the
concept of operations, including identification of specific forces, functional
support, and resources required; all annexes applicable to the plan; and a
time-phased force deployment data. It can be quickly developed in to an
operation order.
4.15.4. In a crisis, the joint planning and
execution community employs combat air patrol to accomplish planning in a
time-sensitive manner, producing orders that describe the mission, situation,
and objectives; establish command relationships; identify planning assumptions;
and identify and/or task forces and strategic mobility resources, or request
them. The types of joint operation orders are:
4.15.4.1. Warning Order.
Initiates development and evaluation of course of actions by supported
commander. Requests commander's estimate.
4.15.4.2. Planning Order.
Begins execution planning for a particular course of action. Directs
preparation of an operation order or contingency plan. Conveys anticipated
course of action selection by the President or Secretary of Defense.
4.15.4.3. Alert Order. Begins
execution planning for a selected course of action, directing preparation of
and operation order or contingency plan. Conveys course of action selection by
the President or Secretary of Defense.
4.15.4.4. Prepare to Deploy Order. Increases or decreases deployability posture of units.
4.15.4.5. Deployment (or Redeployment) Order. Deploys or redeploys forces, increases deployability posture,
establishes a joint task force, and/or establishes a C-day/L-hour (day or hour
on which the deployment operation commences).
4.15.4.6. Execute Order.
Implements the President's or Secretary of Defense's decision to execute a
course of action or operation order.
4.15.4.7. Operation Order.
Directs the coordinated execution of an operation. Issued by a commander to
subordinate commanders.
4.15.4.8. Fragmentary Order.
Issued as needed to change or modify an operation order execution.
4.15.5. Planning is conducted at every echelon
of command and across the range of military operations. Joint operation
planning employs an integrated process for orderly analytical, and coordinated
problem solving and decision-making known as the joint operation planning
process. In its peacetime application, the process is highly structured to
support the thorough and fully coordinated development of deliberate plans. In
crisis, the process can be shortened as needed to support the dynamic
requirements of changing events. In wartime, the process adapts to accommodate
greater decentralization of joint operation planning activities. Joint
operation planning process consists of a set of logical steps to examine a
mission; develop, analyze, and compare alternative course of actions, select
the best course of action, develop a concept of operations, and produce a plan
or order. Joint operation planning process is thus the
process used to derive all the types of plans and many of the orders described
above. Joint operation planning process is also the
process used to derive subordinate plans for employment and support of forces,
including those created for use by Air Force forces. Joint operation
planning process consists of seven steps:
4.15.5.1. Planning Initiation.
An appropriate authority (such as the President, Secretary of Defense, or combatant
commander) recognizes potential for employing military capability in a
particular contingency or crisis and decides to develop military options.
4.15.5.2. Mission Analysis. A
crucial output of this step is the mission statement: The joint force's mission
is the task, or set of tasks, together with the purpose, that indicates the
action to be taken and the reason for doing so. Key mission analysis activities
include such things as review of initial planning guidance and intelligence;
developing the mission statement; determining known facts and developing
planning assumptions; conducting an initial force allocation review; and
developing mission success criteria (measures of effectiveness for the
mission). Mission analysis concludes with a mission analysis brief to the
commander and involves approval of the mission statement.
4.15.5.3. Course of Action Development. A course of action is a potential way (solution, method) to
accomplish the assigned mission. Staffs develop course of actions to provide
unique choices to the commander, all oriented on accomplishing the military end
state. course of actions describe who will
take action, what type of military action will take
place, when the action will occur, where the action will occur, why the
action is required (the purpose), and how the action
will take place (the method of employment of forces). Each course of action
should explain the objectives, end state, key tasks, and task organization.
4.15.5.4. Course of Action Analysis. This step closely examines potential course of actions to reveal
details that will allow the commander and staff to evaluate them in order to
identify advantages and disadvantages. The primary means of conducting
this analysis is wargaming. Wargaming is a conscious effort to visualize the
flow of an operation, given friendly and adversary dispositions, capabilities,
strengths, and possible course of actions. A critical element of wargaming is
the red team/cell, which role-plays and models the adversary, aggressively
pursuing the adversary's point of view and objectives. Wargaming can be as
simple as a turn-byturn table-top affair, or as complex as a Department of
Defense-adjudicated game hosted on mainframe computers. Wargaming allows the
planning staff and commander to asses each course of action for feasibility to
answer questions like, can it be supported? Is more combat capability need? Can
the adversary effectively counter or prevent friendly action? The outputs of
this step feed the next:
4.15.5.5. Course of Action Comparison. Comparison is a subjective process whereby the course of action
are independently evaluated against a set of criteria established by the
commander and staff. This step should identify and recommend the course of
action that has the greatest probability of success against the adversary
course of action that is of most concern to the commander. Often, the staff
develops an evaluation matrix that compares all the friendly course of action
against the established set of criteria; this may help identify the best course
of action. Ultimately, the staff develops a brief recommending their selection
for best course of action.
4.15.5.6. Course of Action Approval. In this step, the staff briefs the commander on the course of
action comparison and wargaming results and recommends a course of action for
approval. The commander may approve the course of action or modify it, or
direct the staff to reiterate portions of the joint operation planning
process. From the final course of action selection, the commander and
staff prepare a commander's estimate (previously described) and direct further
plan or order development.
4.15.5.7. Plan or Order Development. The commander's staff and subordinate functional or Service
component staffs develop more detailed plans, supporting plans, or orders, as
required by the mission (and as described above).
4.15.6. For further information concerning the joint force and planning,
see Joint Publication 5-0, Joint Operation Planning.
4.15.7. Subordinate and supporting commands and staffs use the JOPP
process to create their own plans and orders. When the Air
Force Service component or the joint force air component accomplish this
process, it is known as the joint operation planning process for air. When
the joint force air component accomplishes the joint operation planning process
for air, it produces a plan known as the joint air operations plan, or joint
air operations plan. During execution, the joint air operations plan is
divided into time-defined (usually daily) slices' known as air operation
directives. Air operation directives, then, are the basis for the daily
air tasking orders, which govern accomplishment of the air tasking and
targeting cycles the mechanisms of joint air employment of forces. Following execution,
these cycles guide the staffs and commander through assessment of operations:
Are we doing the right things and are we doing things right in order to
accomplish the mission? What is our progress toward accomplishment? The Air
Force Service component produces an Air Force Service component plan to support
the joint force air component and the joint force overall. Most all of the
planning described in this paragraph takes place in the air operations center,
or air operation center, although some Service component planning may take
place elsewhere. For more information on Air Force and air component
planning, see Air Force Doctrine Annex 3-0, Operations and
Planning. Section 4E Joint and Coalition
Capabilities
. we
will lead, and we will enable others to lead. Moreover, we will do
this-always-by coordinating military power with
the diplomacy and development efforts of our government and those of our
allies and partners.
Martin E. Dempsey
General U.S. Army
18th Chairman of the Joint Chiefs of Staff
4.16. Joint and Coalition
Capabilities:
4.16.1. As our Nation and armed forces are confronted with a multitude of
priorities, from a shrinking force and limited resources, to fiscal
constraints, we must be mindful to advance only the necessary resources to
ensure that the right capabilities are integrated and interoperable across all
domains of air, space, and cyberspace. Competing priorities today must now be
carefully measured against all military capabilities, ensuring that quality not
necessarily quantity smartly contributes to a faster, more flexible, agile and
response force. That said, we must rely on the strengths of others, or be
interdependent, and meanwhile ensure all capabilities can effectively intertwine,
or be interoperable with each other to achieve an overarching objective. One of
the founding initiatives, which addressed joint interdependence and joint
interoperability, was the Goldwater-Nichols Department of Defense
Reorganization Act of 1986.
4.16.2. One of the first successful operational actions of combining joint
and coalition integration was experienced during Operations DESERT SHIELD and
DESERT STORM. These operations demonstrated an unmistakable fashion the value
and effectiveness of joint and combined military operations. The unique
capabilities of each of the U.S. military Services, and those of each of our
allies, were exploited during various phases of both operations. The combined
force provided a synergistic combat capability which brought the greatest
possible military power of the coalition force to bear against the opponent.
Likewise, our experience also reaffirmed the importance of joint and combined
training, the value of forward presence and the validity of joint force
sequencing for power-projection. A good example of this was through the use of
the Air Force's domain of space. After the Gulf War there was a near unanimous
agreement that space-based systems greatly increased the overall effectiveness
of coalition forces.
4.16.3. Clearly, history proved that collectively, the strengths,
resources, and training of one Service or nation in today's increasingly
complex environment, increases and/or balances the successful outcome of a
military objective. This was seen in Iraq, Libya, and Afghanistan throughout
all aspects of the global war on terrorism and through other worldwide security
challenges.
4.16.4. The U.S. Air Force's unity of effort, through the application of
air, space, and cyberspace, provides unique capabilities that bridge a
comprehensive joint and coalition approach. This unity of effort involves the
coordination and cooperation toward common objectives, even if the participants
are not necessarily part of the same command or organization, but the product
of successful unified action (Joint Publication 1-02).
4.16.5. Our doctrine continues to evolve; we now rarely see any one
Service or any one country unilaterally plan, organize, or execute an
operation, but we see inclusiveness with joint, coalition, and sometimes interagency
partners, whereby we depend on each other to succeed in today s complex
environment. Through this interdependence we are able to select the right
resources and capabilities from each other. These capabilities simply do not
get used when a contingency arises, but are synergized and tested through such
venues as exercises and operations to ensure all joint, and when necessary,
coalition partners can meet the desired objectives at the right time and right
place.
4.16.6. Each Service and coalition brings a unique balance to every
operation and, depending upon the circumstances, the balance may shift from one
Service or nation due to the different operating environments and applications
necessary to support the best options. Our Air Force tenet of centralized
control, decentralized execution is a great example of this. When employing
strategic air attack as a line of operations, which defines the interior or
exterior orientation of the force in relation to the enemy or that connects
actions on nodes and/or decisive points related in time and space to an
objective, we will require a high degree of centralization under an air
commander, known as the joint force air component commander. The joint force
air component commander must have authority over all forces, foreign or
domestic, to direct operations, including attack sequencing and make
adjustments as operations unfold. On the contrary, if tactical air operations
are necessary to support ground troops using close air support, these air
resources are best when decentralized to support ground commanders. The tenet
of Airpower is never prosecuted alone, but space and cyberspace, which belongs
to no one state, remains a vital imperative for joint force operations.
4.16.7. A good example of this was played out during Operation ODYSSEY
DAWN over Libya in 2011. During this operation, the joint and combined
operations provided one of the greatest uses of joint and coalition
capabilities in our recent history. In an effort to support multi-national
efforts necessary to protect civilians in Libya from attacks by the regime of
Libyan leader Muammar al-Qadhafi, the U.S. Africa Command task force was
assigned to provide operational and tactical command and control of U.S.
military forces supporting the international response to the unrest in Libya
and enforcement of United Nations Security Council Resolution 1973. At the
start of operations, U.S. Africa Command, commanded by General Carter Ham,
exercised strategic command. Tactical command in the theater of operations was
executed from USS Mount Whitney in the Mediterranean
Sea under supported command of Admiral Sam Locklear, Commander, U.S. Naval Forces Africa. U.S. Secretary of Defense Robert
Gates indicated that control of the operation would be transferred to French
and British authorities, or North Atlantic Treaty Organization, within days.
The Joint Task Force was called Joint Task Force ODYSSEY DAWN.
4.16.8. As a joint team, the supporting commands (commanders) were the
Joint Force Maritime Component Commander Vice Admiral Harry B. Harris who
controlled maritime assets aboard the USS Mount Whitney, and
Joint Force Air Component Commander Major General Margaret Woodward.
4.16.9. As the Libyans began joining other Arab populations across North
Africa in conducting antigovernment protests and demonstrations, time passed
and the Qadhafi regime increasingly began to use military force against its
citizens in efforts to repress the uprising. The Arab League meeting in Cairo
asked the United Nations Security Council to impose a no-fly zone over Libya to
protect civilians from air attack and declaring that the Qadhafi government had
lost its sovereignty. The United Nations Security Council passed Resolution
1973 authorizing all necessary measures to protect civilians in Libya. The
resolution authorized the use of force and the enforcement of a no-fly zone
over Libya. The U.S. Secretary of Defense approved and ordered the use of U.S.
military forces in strikes against the government of Libya. The International
Coalition took measures to begin enforcement of United Nations Security Council
Resolution 1973, to include the imposition of a no-fly zone, launched strikes
against Libyan military sites and air defense systems.
4.16.10. To illustrate effective interdependence and interoperability, the
following joint and coalition capabilities over
Libya was a good example. The following
representation was captured within the first few days of Operation
ODYSSEY DAWN:
4.16.10.1. As Major General Woodward commanded the air campaign, French aircraft
destroyed four Libyan tanks in air strikes to the southwest of the city of
Benghazi. The French military claimed that its aircraft had also flown
reconnaissance missions over all Libyan territory. On the same day, British
Prime Minister David Cameron confirmed that Royal Air Force jets were also in
action and reports suggested that the U.S. Navy had fired the first cruise
missile. CBS News correspondent David Martin reported that three B-2 stealth
bombers from Whiteman Air Force base Missouri flew nonstop from the U.S. to
drop 40 bombs on a major Libyan airfield. Martin further reported that U.S.
fighter jets were searching for Libyan ground forces to attack. The Pentagon
and the British Ministry of Defense confirmed that, jointly, British ship HMS Triumph and U.S. Navy ships (including USS Barry) and submarines fired more than 110 Tomahawk cruise
missiles, supported with air attacks on military installations, both inland and
on the coast. Days later, several Storm Shadow missiles were launched by British
jets. Nineteen U.S. planes conducted strike operations in Libya. The planes
included Marine Corps AV-8B Harriers, U.S. Navy EA-18G Growlers, which were
diverted from operations over Iraq and jammed Libyan radar and communications,
and Air Force F-15 and F-16 fighter jets. A military convoy was destroyed south
of Benghazi by air strikes. Seventy military vehicles were destroyed and
multiple loyalist ground troop casualties were also reported. Four Danish F-16
fighters left Italy s Sigonella Air Base for a successful 5-hour long high-risk
mission, and four Italian Tornados (electronic combat/reconnaissance),
accompanied by four Italian aircraft. Operations continued and on 31 March 2011
at 0600 Greenwich Mean Time, North Atlantic Treaty Organization took command of
all operations in Libya with subsequent operations being conducted as part of
North Atlantic Treaty Organization-driven operation unified protector.
4.16.10.2. Operation ODYSSEY DAWN was a complete success and supported the
necessity of, not only joint and coalition capabilities, but how air, space,
and cyberspace domains intertwined all facets of the operation to guarantee
success. General Dempsey said it best when he stated [Joint and Coalition] means
building and presenting forces that can be molded to context not just by adding
and subtracting, but by leaders combining capabilities in innovative ways. It
means interdependence services that rely on each other to achieve objectives
and create capabilities that do not exist except when combined. It means a
regionally postured, but globally networked and flexible force that can be
scaled and scoped to demand.
4.16.11. Today, not one military contingency or
operation, whether in peacetime or wartime, can optimize its objective without
space or cyberspace. Airpower offers speed, agility, flexibility, range, and
responsiveness to virtually every need, and airpower has demonstrated its
success to meet our homeland and international security challenges by
leveraging our respective capabilities and maximizing resulting synergy. Cyber
operations guarantee our capability to operate in any contested cyber domain to
support vital land, sea, air, and space missions by developing capabilities to
protect essential military cyber systems and to speed their recovery if an
attack does occur. In these interdependent domains the Air Force possesses
unique capabilities for ensuring global mobility, long-range strike, and
intelligence, surveillance, and reconnaissance. The benefits of airpower extend
beyond the air domain, and operations among the air, land, maritime, space, and
cyber domains are increasingly interdependent upon each other for the success
of any and all national military objectives. Together, the domains of air,
space, and cyberspace, effectively combined with joint and coalition
capabilities, has proven to be the most valuable means of supporting the
National Security Strategy of the U.S. and our allies.
Section 4F Adaptive
Planning and Execution
4.17. Adaptive Planning and
Execution (APEX):
4.17.1. APEX is used by the joint planning and execution community to
monitor, plan, assess, and execute joint operations. APEX formally integrates
the strategic-theater and operational planning activities of the Joint Planning
and Execution Community and facilitates the joint force commander's seamless
transition from planning to execution during times of crises. APEX activities
span many organizational levels, including the interaction between Secretary of
Defense and Combatant Commanders, which ultimately helps the President and
Secretary of Defense decide when, where, and how to commit U.S. military
forces. APEX is used to facilitate the joint operation planning process.
4.17.2. The focus of the joint operation planning process is at the combatant
commander level, which use it to determine the best method of accomplishing
assigned tasks and direct the actions necessary to accomplish the mission.
Joint operation planning is designed to facilitate timely building and
maintenance of plans and rapid development of effective options through
adaptation of approved operation plans during crisis. Joint operation planning
allows for the effective management of operations in execution across the
spectrum of mobilization, deployment, employment, sustainment, redeployment and
demobilization. Joint operation planning is supported by a networked suite of
automated data processing applications, tools, and databases, which reside on
the Global Command and Control System. Joint operation planning and execution
system is an automated data processing systems include the mechanisms to create
and maintain time-phased force deployment data and to submit combatant
commander movement requirements to the U.S. Transportation Command.
4.17.3. Governance for Joint Operation Planning are the Chairman, Joint
Chief of Staff manuals and Joint Publication 5-0, Joint Operation Planning. For Air Force planning the primary
governance is AFI 10-401.
4.17.3.1. Chairman, Joint Chief of Staff manual 3122.01A, Joint
Operation Planning and Execution System (JOPES) Volume I (Planning Policies and
Procedures). This publication sets forth planning policies, processes,
and procedure to govern the joint operation planning and execution activities
and performance of the Armed Forces of the U.S. Note: Upon
the next release this manual will be renamed CJCSM 3130.02.
4.17.3.2. Chairman, Joint Chief of Staff manual 3130.03, Adaptive
Planning and Execution Planning Formats and Guidance. This publication
prescribes standard formats and minimum content requirements for operation
plans and concept plans.
4.17.3.3. Chairman, Joint Chief of Staff manual 3122.02D, Joint
Operation Planning and Execution System (JOPES) Volume III (Time-Phased Force
Deployment Data Development and Deployment Execution). This
publication establishes procedures for the development of Time-Phased Force
Deployment Data and establishes policy, processes, and procedures to plan and
execute joint deployment and redeployment operations. Note: Upon
the next release this manual will be renamed CJCSM 3130.04.
Note: Chairman, Joint Chief of Staff manuals
are reviewed periodically by the Joint Staff and service headquarters.
Recommended changes may be submitted at any
time to the war and mobilization plans division (AF/A3OD). Air Force component
headquarters are required to send an information copy of these recommendations
to their parent unified command.
4.18. Deliberate and Crisis
Action Planning and Execution Segments.
Deliberate and Crisis Action Planning and
Execution Segments is the Air Force's war planning system and provides an Air
Force feed to Joint Operation Planning and Execution System automated data
processing. The objective of Deliberate and Crisis Action Planning and
Execution Segments is to enable improved and streamlined operations planning
and execution processes which include associated policy and procedures, along
with organizational and technology improvements. Deliberate and Crisis Action
Planning and Execution Segments provides standard data files, formats, application
programs, and management procedures that are Air Force unique, joint guidance
compliant, and used primarily for force planning, sourcing equipment, personnel
requirements, transportation feasibility estimation, civil engineering support,
and medical planning. Deliberate and Crisis Action Planning and Execution
Segments is detailed in AFI 10-401. Deliberate and Crisis Action Planning and
Execution Segments supports all phases of operations planning and execution at
the headquarters Air Force, major command, component, and wing/squadron level.
It provides data manipulation capability to Air Force planners to perform rapid
operation plan development, conduct feasibility capability analyses, support
mobilization, deployment, sustainment, redeployment, demobilization,
reconstitution, and personnel accounting of forces.
4.19. Conclusion.
The nature of the challenges to the U.S. and
its interests demand that the Armed Forces operate as a fully integrated joint
team across the range of military operations. This chapter provided essential
information that all members of the joint force should understand. It covered
levels of air and space doctrine, key doctrine concepts, AEF concepts, AEF
force management, and joint force components and planning operations. Finally,
it provided the JOPES used within the joint community for interagency
coordination and for U.S. military involvement in multiagency and multinational
operations.
Chapter 5
EMERGENCY MANAGEMENT
Section 5A Overview
5.1. Introduction.
The ability of the United States Air Force to
carry out its mission of Global Vigilance, Global Reach, and Global Power
directly depends on continuance of the mission in the face of adversity.
Challenges to mission accomplishment take many forms ranging from natural
disasters, man-made incidents, terrorist use of
weapons of mass destruction, and hostile attacks that threaten United States
interests. The Air Force Emergency Management Program was developed to ensure
the readiness of our Total Force to prepare for, respond to, and recover from
the effects of incidents that endanger the lives of personnel and jeopardize
mission accomplishment. Airmen may be called upon to serve the program in a
variety of ways; from attending localized emergency preparedness briefings to
being a member of a specialized team. In today's threat-laden environment,
every Airman must play their part to ensure their installation has a successful
Emergency Management program.
Section 5B Emergency
Management Program and Air Force Incident Management System
5.2. Air Force Emergency Management Program.
Protection of personnel and operational
resources is essential to successful Air Force operations. The Air Force
Emergency Management program develops and implements measures for, and manages
activities related to, emergency preparedness, incident management, response
and recovery operations, chemical, biological, radiological, and nuclear
defense, and consequence management.
5.2.1. The primary mission of the Air Force Emergency Management Program
is to save lives; minimize the loss or degradation of resources; and continue,
sustain, and restore operational capability in an all-hazards physical threat
environment at Air Force installations worldwide. The ancillary missions are to support homeland defense and civil
support operations and to provide support to civil and host nation authorities
according to Department of Defense publications and through the appropriate
combatant command. These missions are accomplished using the Air Force Incident
Management System, which employs the installation disaster response force, as
the structure for all responses.
5.2.2. The Air Force Emergency Management Program contributes to mission
assurance, which is defined as the process to protect or ensure the continued
function and resilience of capabilities and assets including personnel,
equipment, facilities, networks, information, and information systems,
infrastructure, and supply chains in any operating environment or condition,
and the continuation of mission essential functions necessary to perform the
operations of the installation in support of the national military strategy.
5.3. The Five Emergency Management
Mission Areas.
The Air Force Emergency Management program
mission areas (Figure 5.1.) include prevention, protection, response, recovery,
and mitigation. They are met through preparedness, which includes actions to
plan, organize, equip, train, and exercise prior to disasters and incidents.

Figure 5.1. Mission Areas.
5.3.1. Prevention. Prevention
includes the capabilities necessary to avoid, prevent, or stop a threatened or
actual act of terrorism.
5.3.2. Protection. Protection
provides the capabilities necessary to protect the installation against all
threats and hazards, and manmade or natural disasters.
5.3.3. Response. Response includes actions taken to
save lives, protect property, and mitigate the effects of an incident.
5.3.4. Recovery. Recovery
includes operations such as implementing casualty treatment, unexploded
explosive ordnance safing, personnel and resource decontamination, airfield
damage repair, and facility restoration. Response contains three essential
elements; notification, response, and protective actions.
5.3.5. Mitigation. Mitigation
comprises the capabilities necessary to reduce the loss of life and property by
lessening the impact of future disasters. These capabilities are designed to
reduce or eliminate risks to persons or property or to lessen the actual or
potential effects or consequences of a disaster or incident.
5.4. Air Force Incident Management System.
The Emergency Management program accomplishes
its mission through the Air Force Incident Management System which utilizes the
disaster response force. Air Force Incident Management System aligns Emergency
Management planning and response with Homeland Security Directive 5, Management of Domestic Incidents; the National Incident
Management System; the National Response Framework, and Office of the Secretary
of Defense guidance while preserving unique military requirements. The system
provides the Air Force with a single, comprehensive approach to incident
management while allowing scalable and flexible response options to organize
field-level operations for a broad spectrum of emergencies.
5.5. Air Force Emergency Management Structure.
The Air Force Emergency Management program has
two structural elements; a strategic planning and management staff to maintain
the Emergency Management program and a disaster response force to manage or
conduct incident response operations (Figure 5.2.). The planning and management
staff provide an overall cross-functional installation risk management program
for developing threat and hazard plans and budget, and is comprised of four
functions; the office of emergency management, unit emergency management
representatives, the emergency management working group, and the wing
inspection team. See AFI 10-2501, Air Force Emergency
Management Program, for definitions of planning and management functions.
The disaster response force are the organizational functions that respond to
disasters or accidents to establish command and control and support disaster operations.
The disaster response force includes the Crisis Action Team, Emergency
Operations Center, unit control centers, Command Post, incident commander,
first and emergency responders, and specialized and support recovery teams.

Figure 5.2. Installation Emergency Management Program
5.5.1. Crisis Action Team. Structure Disaster Response
Force.
The Crisis Action Team directs strategic
actions supporting the installation's mission. This team is activated to
provide a command, control, and communication link to higher headquarters and
comparable civilian agencies and to coordinate the incident response.
5.5.2. Emergency Operations Center.
The Emergency Operations Center is the command
and control support element that coordinates information and resources to the
installation actions before, during, and after an incident.
5.5.3. Unit Control Center.
Unit control centers provide response and
recovery support to the Incident Commander as directed by the Emergency
Operations Center and mission support to the installation commander as directed
by Crisis Action Team. Unit control centers provide a
focal point within an organization to maintain unit command and control, relay
information to and from unit personnel, provide expertise to the emergency
operations center or the incident commander, and leverage unit resources to
respond to and mitigate the incident.
5.5.4. Command Post.
As a command and control node, the command post
assists in directing installation emergency management and response actions.
The command post maintains notification rosters, provides and collects
information from the unit control centers, and coordinates with the crisis
action team and the Emergency Operations Center.
5.5.5. Incident Commander.
The incident commander is a trained and
experienced responder that provides on-scene tactical control using subject
matter experts and support from other functions. Fire Emergency Services is the
incident commander for all incidents involving two or more response agencies.
5.5.6. First Responders.
First responders deploy immediately to the
scene to provide initial command and control, to save lives, and to suppress
and control hazards. First responders include fire and emergency services,
security forces, and medical personnel.
5.5.7. Emergency Responders.
Emergency responders deploy after the first
responders to expand command and control and provide additional support.
Emergency responders include emergency management, explosive ordnance disposal,
bioenvironmental engineering personnel and may include
other subject matter experts.
5.5.8. Specialized and Support Recovery Teams.
Specialized teams are formed from the existing
installation and unit personnel resources to support emergency response
operations. Specialized teams include the emergency management support team,
shelter management team, contamination control team, post-attack reconnaissance
team, and other specialized teams.
Section 5C Protective
Measures and Response Procedures
5.6. Protective Measures.
Threats and hazards that may affect your
installation could be natural, man-made, or technological. Disasters or
incidents resulting from a threat or hazard can occur at any time with little
or no advance warning. These incidents can be local or widespread, predictable
or unpredictable. There are ways to prepare for and cope with these events,
regardless of the type of incident. Take time to think; then act according to
the situation. Installations, as well as individuals, need to identify local
threats and hazards, prepare early, and develop emergency plans. For
preparation guidance, contact the installation readiness and emergency
management flight and visit the Air Force Be Ready website (http://www.beready.af.mil/).
5.7. Air Force Emergency Notification Signals.
Every Air Force installation must have a rapid
and effective system to quickly disseminate emergency information such as
watches, warnings, evacuation routes, and protective actions. When a disaster
or incident affecting the base is imminent or inprogress, personnel must respond
to directions communicated over mass notification and warning systems (Figure
5.3). These messages may be visual or audible. Make sure you know how
notifications and warnings are executed at your installation to ensure you are
promptly informed and ready to properly respond to local emergencies.

Figure 5.3. U.S. Air Force
Emergency Notification Signals.
5.8. Personnel Sheltering.
All installations are required to conduct
threat-based shelter planning. Shelter selection is based on structural and
personnel housing capabilities in relation to the types of disasters. Personnel
must know where their shelter is located and understand shelter-processing
procedures. Shelter-in-place is used to provide temporary protection in a
structure for short or no-notice emergencies, such as hazardous material
incident or a tornado, when the type or extent of the hazard is unknown and/or
evacuation at the time would be dangerous. Active shooter lock-down procedures
are not the same as those used for shelter-inplace. Refer to AFMAN 10-2502, Air Force Incident Management Standards and Procedures, for
shelter planning information. Wartime sheltering addressed in paragraph 5.17.4
and AFMAN 10-2503, Operations in a Chemical, Biological,
Radiological, Nuclear, and High-Yield Explosives (CBRNE) Environment.
5.9. Response Procedures.
Commanders must be able to maintain the primary
installation mission, save lives, mitigate damage, and restore missionessential
resources following disasters or incidents. Response levels will depend on the
magnitude of the incident and degree of damage. Each installation must develop
disaster response plans and policies to address local threats and hazards. The
installation emergency management plan 10-2 is the vehicle for installation
planning and response. The plan provides comprehensive guidance for emergency
response to natural (geological, meteorological, and biological hazards),
human-caused (accidental and intentional) or technological incidents. These
categories are detailed in the following sections.
Section 5D Natural
Disaster, Man-Made Physical and Technological Hazards
5.10. Natural Disasters.
Natural disasters and severe weather can create
emergency conditions that vary widely in scope, urgency, and degree of damage
and destruction. The installations must develop plans for the hazards likely to
affect their location. Specific actions taken in response, mitigation, and
recovery will vary. A national-level response may be required to help an Air
Force installation recover from large-area natural disasters.
5.10.1. Natural disasters are categorized as
geological, meteorological, or biological hazards. Natural geological hazards
include earthquake, tsunami, volcano, landslide, and mudslide, subsidence (i.e.
sinkholes, glacier, and iceberg). Natural meteorological hazards include:
flood, flash flood, tidal surge, drought, fire, snow, ice, hail, sleet,
avalanche, windstorm, tropical cyclone, hurricane, tornado, water spout, dust
or sand storm, extreme temperature (heat, cold), lightning strikes, and
geomagnetic storm. Natural biological hazards include diseases that impact
humans or animals such as plague, anthrax, botulism, smallpox, tularemia, viral
hemorrhagic fevers, West Nile Virus, foot and mouth diseases, severe acute
respiratory syndrome, and pandemic disease.
5.11. Human Caused Hazards.
Installations are threatened with the
possibility of catastrophic man-made hazards, whether accidental or intentional.
All installations must prepare for, and quickly respond to major accidents to
prevent the loss of life, preserve valuable resources, and protect the
environment.
5.11.1. The Department of Defense is
responsible for responding to incidents involving its resources or resulting
from Department of Defense activities. The military installation, regardless of
size, nearest the scene of the accident or incident will respond to the event
unless otherwise directed by higher headquarters. Upon witnessing an accident
or incident, personnel should alert others in the immediate area and report the
incident to security forces, fire and emergency services, or installation
command and control. After reporting the accident, personnel should:
5.11.1.1. Stay uphill and upwind. Avoid inhaling fumes, smoke, or vapors.
5.11.1.2. Attempt to rescue and care for casualties.
5.11.1.3. Avoid handling any material or component involved in the
accident/incident.
5.11.1.4. Evacuate the area if rescue or containment is impractical, or if
directed to evacuate.
5.11.2. Man-Made Accidental.
Man-made accidental incidents include hazardous
materials (for example, explosive, flammable liquid, flammable gas, flammable
solid, oxidizer, poison, radiological, corrosive) spill or release. An explosion
or fire; transportation accident; building or structure collapse; energy,
power, or utility failure; fuel or resource shortage; air or water pollution or
contamination; dam, levee, or other water control structure failure; financial
issues including economic depression, inflation, financial system collapse; and
communication system interruption.
5.11.3. Man-Made Intentional.
Man-made intentional incidents include
terrorism, sabotage, civil disturbance, public unrest, riot, strike or labor
dispute, disinformation, criminal activity (vandalism, arson, theft, fraud,
embezzlement, and data theft), electromagnetic pulse, physical or information
security breach, active shooter, and product defect or contamination. An
overview of man-made intentional incidents involving enemy or terrorist use
chemical, biological, radiological, and nuclear is provided in Section 5E.
5.11.3.1. An active shooter is an individual
actively engaged in killing or attempting to kill people, most often in
populated areas. In most cases, active shooters use firearms and there is no
pattern or method to their selection of victims. In some cases, active shooters
use improvised explosive devices to create additional victims and impede first
responders.
5.11.3.1.1. Lockdown is declared to protect personnel from an Active Shooter
incident and is a base-wide protective action used to restrict the movement of
personnel and to aid law enforcement first responders in neutralizing the
shooting suspect as quickly as possible. During lockdown, no person may exit or
enter another area until the all clear is broadcasted; unless movement is
required to escape from a dangerous place or situation.
5.11.3.1.2. If you find yourself involved in an active shooter situation,
remain calm, quickly determine the most reasonable way to protect your own
life. If an escape route is accessible, evacuate the immediate area. If
evacuation is not possible, find a place to create a barricade between you and
the active shooter. As a last resort, and only when your life is in imminent
danger, attempt to disrupt and/or incapacitate the shooter.
5.11.4. Technological.
Technologically caused incidents include
central computer, mainframe, software, or application (internal and external);
ancillary support equipment; telecommunications; and energy, power, utility, or
nuclear power plant failure.
Section 5E Enemy
Attack and Terrorist Use of Chemical, Biological, Radiological, and Nuclear
Weapons
5.12. Chemical, Biological,
Radiological, and Nuclear Hazards.
Chemical, biological, radiological, and
nuclear, as well as toxic industrial material, hazards cause adverse effects
through deliberate release and dissemination. Installation chemical,
biological, radiological, and nuclear defense requires an installationwide team
that includes all personnel to plan, prepare, respond and recover from a
chemical, biological, radiological, and nuclear incident. Chemical, biological,
radiological, and nuclear preparedness and defense measures are intended to
balance mission continuation with force survivability to maximize mission
effectiveness within a chemical, biological, radiological, and nuclear
environment. An awareness of the hazards and protective actions will help you
protect yourself in the event of a chemical, biological, radiological, and
nuclear attack.
5.13. Chemical, Biological,
Radiological, and Nuclear Threat Agents.
Each chemical, biological, radiological, and
nuclear threat agent presents a unique hazard. Airmen should know the
importance of understanding what the characteristics, symptoms, and protective
factors are for all chemical, biological, radiological, and nuclear threat
agents relative to the deployed location.
5.13.1. Chemical. Chemical
agents are chemical substances that are intended for use in military operations
to kill, seriously injure, or incapacitate mainly through their physiological
effects. Chemical agents are categorized according to their physiological
effects: lung damaging agents (choking), blister agents, blood agents,
incapacitating agents, and nerve agents. Also included in the chemical hazards
classification are toxic industrial chemicals. Chemical agents can be delivered
through a variety of means such as tactical ballistic missiles, bombs, artillery,
grenades, mines, and spray attacks. Due to their persistent nature, nerve and
blister pose the primary threat to air bases.
5.13.2. Biological. A
biological agent is a microorganism (or a toxin derived from it) that causes
disease in personnel, plants, or animals or causes the deterioration of
materiel. Biological agents include viruses, bacteria, fungi, and toxins
cultured from living organisms. Biological agents may be found as liquid
droplets, aerosols, or dry powders and can be adapted for use as an adversarial
weapon. Biological agents can be delivered through a variety of means such as
spray attacks, aerosol releases, or covert attacks. Personnel may not
experience symptoms immediately after being exposed to biological agents. Each
agent has a different exposure (or incubation) period before infection.
5.13.3. Radiological and Nuclear. Radiation is a broad term that applies to a wide range of
phenomena. Light (infrared to ultraviolet), radiofrequency emissions and
microwaves are all forms of radiation known as nonionizing radiation. In
general, nonionizing radiation produces heat when it interacts with the body.
In contrast, ionizing radiation has sufficient energy to produce ions when it
interacts with matter (including the human body). Radiation causes harmful
effects to personnel because the ionization and excitation alters or destroys
cell processes and structures essential for the normal functioning of the cell.
5.13.3.1. Radiological Delivery Means. Adversaries may disseminate radioactive materials by
utilizing a radiological dispersal device. This device disseminates radioactive
material across an area without a nuclear detonation. A radiological dispersal
device could function as a terror weapon or terrain-denial mechanism. For
example, a radiological dispersal device could function by using conventional
explosives to blow-up and scatter radioactive source debris across a relatively
small area; this device is also known as a dirty bomb.
5.13.3.2. Nuclear Delivery Means. Nuclear weapons can be detonated at various altitudes to
include subsurface, surface, airburst, or high altitude. The primary concerns
of a nuclear detonation include blast/shock, thermal radiation (heat), ionizing
radiation, and ballistic debris for surface and shallow subsurface bursts.
Nuclear blasts may also pose an electromagnetic pulse hazard that can cause
widespread communications and/or electrical problems. Each type of burst has a
different level of hazard ratio in regards to ionizing radiation, thermal
radiation, and blast/shock. For example, a subsurface burst may produce a high
level of blast and shock, but very little (if any) ionizing radiation
penetrating outside the surface of the earth.
5.13.4. Toxic Industrial
Material. Toxic industrial material hazards consist of toxic
industrial chemicals, toxic industrial biologicals, and toxic industrial
radiological material. Toxic industrial materials may be manufactured, stored,
distributed, or transported in close proximity to airbases. These widely
available toxic industrial materials are potential tools for asymmetric attacks
against airbases. Most present a vapor (inhalation) hazard. Toxic industrial
materials may also reduce the oxygen concentration below that required to
support life. If there is a toxic industrial material incident, the most
important action is immediate evacuation outside the hazard's path (if
feasible). Airmen must note that the protective mask, ensemble, and military
standard collective protection filters are not designed to provide protection
from toxic industrial materials. If evacuation is impractical, implement
shelter-in-place procedures.
5.14. Enemy Chemical,
Biological, Radiological, and Nuclear Attack.
The Armed Forces of the United States must be
prepared to conduct prompt, sustained, and decisive combat operations in
chemical, biological, radiological, and nuclear environments. An adversary's
chemical, biological, radiological, and nuclear capabilities can have a
profound impact on United States and multinational objectives, campaign plans,
and supporting actions, and therefore must be taken into account in planning.
Adversaries use chemical, biological, radiological, and nuclear to disrupt
efficient airbase mission operations, incapacitate and kill personnel, and
contaminate equipment, rendering it unusable or dangerous to use. Deterring an
adversary's use of chemical, biological, radiological, and nuclear weapons
depends to a significant degree on effective preparations by the defender to
deny the adversary any meaningful advantage from the employment of such weapons.
5.15. Chemical, Biological,
Radiological, and Nuclear Defense Actions.
Operations in a chemical, biological,
radiological, and nuclear environment are intended to balance mission
continuation with force survivability to maximize mission effectiveness during
and after a chemical, biological, radiological, and nuclear event. In-place and
deployed forces must be prepared to conduct combat operations as required by Air
Force, major command, or theater directives. When a crisis or conflict arises,
mobility operations and force deployment begin.
5.16. Installation Command
and Control.
Effective chemical, biological, radiological,
and nuclear command and control is essential to mission accomplishment and base
survivability. Effective
wartime operations require coordinated and integrated actions at all levels.
Installation command and control, in conjunction with the emergency operations
center and unit control centers, implements operational plans and priorities,
controls and monitors mission-generation capabilities, and ensures installation
survivability.
5.17. Individual Protection:
5.17.1. Individual protection is comprised of singular use or a
combination of individual protective equipment, vaccinations and prophylaxis,
protective shelters, evacuation, relocation, exposure control, contamination
control, and warning and notification systems. Measures are taken in stages
equal to the urgency and nature of the threat. Command and theater-specific
instructions will direct the proper individual protective postures.
5.17.2. Regardless of the type of agent, concentration, or method of
attack, the best immediate protective equipment against chemical agents is the
ground crew ensemble, a whole-body system which protects the wearer against
chemical-biological warfare agents, toxins, and radiological particulates.
Individual protection includes a protective mask with filters, overgarment,
protective gloves, and footwear covers or overboots, and includes M8 and M9
detector paper, reactive skin decontamination lotion and M295 decontamination
kits.
5.17.3. Nerve Agent Antidote. Medical representatives issue
nerve agent antidotes and pretreatment during increased readiness.
Additionally, medical representatives will issue pyridostigmine bromide tablets
(P-tabs) if they anticipate use of a specific type of nerve agent. Members will
take these tablets only if/when directed by the commander. The tablets, when
combined with the antidote, will limit the effect of certain types of nerve
agent poisoning.
5.17.4. Chemical, Biological, Radiological, and Nuclear
Wartime Sheltering. The installation commander is responsible for establishing a
shelter plan and should designate unit responsibility for preparing and
operating each shelter during a chemical, biological, radiological, and nuclear
event. Shelters are structures that protect personnel from chemical,
biological, radiological, and nuclear effects over extended periods. Walls,
doors, and windows offer limited physical barriers to chemical, biological,
radiological, and nuclear hazards penetration. Heating, ventilation, and
cooling systems should be shut off to prevent chemical, biological,
radiological, and nuclear hazard spread. Personnel may be required to
shelter-in-place in the event the type or extent of the hazard is unknown
and/or evacuation at the time would be dangerous.
5.17.5. Collective Protection Systems. These systems provide protection from chemical, biological,
radiological, and nuclear agents using an overpressure system to keep threat
agents outside the facility, ultimately allowing the occupants to work or rest
inside the facility without wearing protective gear. Many of these facilities
will have integrated contamination control areas, meaning contaminated
personnel are able to enter the facility once decontaminated. Installations
with collective protection systems should develop local procedures and provide
base populace training, as required.
5.18. Chemical, Biological,
Radiological, and Nuclear Incident Management Phases.
Air Force units must take actions to prepare
for, respond to, and recover from or mitigate the effects of a chemical,
biological, radiological, and nuclear attack or event. These actions will
ensure we can conduct prompt, sustained, and decisive combat operations in
chemical, biological, radiological, and nuclear environments.
5.18.1. In each phase, consistent approaches or
actions are designed to save lives and to restore and sustain mission
operations. Airbase attack preparation begins before a potential attack. Attack
response actions focus primarily on individual and weapon systems survival, and
recovery actions focusing on saving lives, detecting and mitigating hazards,
mission restoration, and sustainment.
5.19. Preparedness.
Countering chemical, biological, radiological,
and nuclear threats requires extraordinary preparedness. Conducting
preparedness actions effectively and efficiently will increase the protection
of mission critical resources and force survivability. These actions should be
considered mission critical and given a high priority when the threat of enemy
attack using chemical, biological, radiological, and nuclear agents is high.
Your installation will establish several actions to counter chemical,
biological, radiological, and nuclear attacks during the preparedness phase.
These actions will be dependent on your installation s threat probabilities and
Airmen should understand the importance of knowing these actions well before a
chemical, biological, radiological, and nuclear attack. They include actions
associated with alarm conditions, mission-oriented protective postures, split
mission oriented protective posture, and contamination control. Actions begin
upon receipt of the warning order or when the in-place forces are directed to
transition to wartime operations. Installations will refer to their risk
management plan and implement actions according to major command and theater
guidance.
5.19.1. Alarm Conditions and Mission-Oriented Protective
Posture Levels.
Attack warning signals are established and used
to notify base populace of emergency conditions. The warnings may be
communicated as audible alarms, through base public address and/or giant voice
systems, display of alarm condition flags, or through other communication
channels. The Air Force uses a standardized alarm system (see Figure 5.4) and
mission-oriented protective posture levels to communicate the appropriate
defense posture for in-place forces to take to transition to wartime chemical,
biological, radiological, and nuclear operations. Attack warning signals are
used to posture air base for attacks, warn of attacks in progress, initiate
post attack recovery actions, and return the airbase to a normal wartime state
of readiness. Attack warning signal variations may be used in some geographical
regions. If used, Airmen will be notified of the variations before departure
from home station or upon arrival into the region. For example, Alarm Blue is
used instead of Alarm Red in South Korea. Mission-oriented protective postures
are used in conjunction with alarm conditions quickly increase or decrease
protection against chemical, biological, radiological, and nuclear threats.
5.19.2. Mission-Oriented Protective Postures.
Mission Oriented Protective Postures levels
(Figure 5.5) are established to quickly communicate required individual
protective equipment and protection levels. The levels are designed to allow a
rapid increase or decrease personal protective equipment in response to
chemical, biological, radiological, and nuclear attack alarm conditions. The
installation commander determines the initial level, based on mission-oriented
protective posture analysis, and adjusts levels as chemical, biological,
radiological, and nuclear risks and mission priorities change.
5.19.3. Split Mission-Oriented Protective Posture.
Chemical, biological, radiological, and nuclear
attacks can affect an entire airbase, but it is also possible that the attack
may only affect specific areas. Split mission-orientated protective posture is
a tactic used to split or divide an installation or operating location into two
or more chemical, biological, radiological, and nuclear zones. Prior to
hostilities, planners identify installation chemical, biological, radiological,
and nuclear zones based on installation geography and mission. These zones
enable the commander to tailor mission-oriented protective posture levels and
alarm conditions within each zone to better reflect the current hazard and
mission priorities. By using split mission-oriented protective postures the
commander can divide the installation into contaminated or non-contaminated
zones, instead of declaring the entire installation contaminated. This allows the
installation to stay operational and effective. Unit control centers control
movement between one zone to another. Personnel must
be aware what alarm condition and mission-oriented protective posture level
applies before entering a zone.

Figure 5.4. U.S. Air Force Attack Warning Signals for Chemical,
Biological, Radiological, and Nuclear Medium and High Threat Areas.

Figure 5.5. Mission Oriented Protective Postures.
5.19.3. Split Mission-Oriented Protective Posture.
Chemical, biological, radiological, and nuclear
attacks can affect an entire airbase, but it is also possible that the attack
may only affect specific areas. Split mission-orientated protective posture is
a tactic used to split or divide an installation or operating location into two
or more chemical, biological, radiological, and nuclear zones. Prior to hostilities,
planners identify installation chemical, biological, radiological, and nuclear
zones based on installation geography and mission. These zones enable the
commander to tailor mission-oriented protective posture levels and alarm
conditions within each zone to better reflect the current hazard and mission
priorities. By using split mission-oriented protective postures the commander
can divide the installation into contaminated or non-contaminated zones,
instead of declaring the entire installation contaminated. This allows the
installation to stay operational and effective. Unit control centers control
movement between one zone to another. Personnel must
be aware what alarm condition and mission-oriented protective posture level
applies before entering a zone.
5.19.4. Contamination Avoidance Measures.
In chemical, biological, radiological, and
nuclear threat areas, contamination avoidance is the key to preventing assets
and personnel from becoming contaminated. Implementing quality avoidance
procedures will ensure mission critical assets are available for use when
needed and allow for the survival of the base populace to employ those
resources.
5.19.5. Protect Critical Resources.
Prior to a chemical, biological, radiological,
and nuclear attack, every unit must determine which equipment and assets can be
stored, protected, or covered to protect against chemical, biological,
radiological, and nuclear contamination. Protecting these vital resources will
minimize or completely remove the requirement to decontaminate and make the
resource available for mission use quickly after an attack. To the maximum
extent possible, aircraft, vehicles, aerospace ground equipment, and munitions
should be covered or moved inside. Bulk supplies should be placed in shelters
or under overhead cover. If equipment cannot be placed under overhead cover, it
must be covered or wrapped with at least one layer of barrier material to
prevent contamination. However, the use at least two layers of barrier material
to cover the top, so any contamination can be easily removed, safely discarded,
and replaced is best. Resource protection provides you with survival and
sustainment measures for operations after chemical, biological, radiological,
and nuclear warfare events.
5.19.6. Facility Protection.
To ensure the inside of facilities do not
become contaminated, occupants will close all windows, doors, and turn off
ventilation systems at the time of the suspected chemical, biological,
radiological, and nuclear attack.
5.20. Response.
Response actions during and after a chemical,
biological, radiological, and nuclear attack are critical to not only ensure
the Air Force mission is continued but more importantly for your survival.
During attacks, the primary focus of the base populace should be directed
toward force survivability to ensure attack warning signals and
mission-oriented protective posture levels are disseminated to the lowest level
rapidly. However, Airmen who recognize an attack in progress should take
immediate action regardless if mass notification has been disseminated.
5.20.1. Notification.
Typically, the command post will disseminate
the attack warning signals via giant voice and other mass notification means.
Alarm signals and mission-oriented protective posture level changes come to the
command post from the Crisis Action Team based on recommendations from the
Emergency Operations Center.
5.20.2. Seek Cover.
Airmen need to use their best judgment
regarding how far they can run during an attack to gain overhead cover or
protection versus taking cover in an open area. Each situation is different,
therefore it is important for Airmen to gain situational awareness and
familiarize themselves with the surrounding environment before an attack takes
place. When Alarm Red is declared, or attack begins without notification, drop
to the ground, don protective mask (if not donned already), crawl to closest
available protection, don remaining individual protective equipment, and
immediately check every member of your unit to make sure they are protected and
have donned the proper equipment. After taking cover remain there until
directed otherwise. If your location becomes too dangerous to maintain, move to
a safer area. Assist injured personnel if possible.
5.20.3. Render Self-Aid and Buddy Care.
Self-aid and buddy care can be performed
immediately, without transition into Alarm Black. Airmen who provide selfaid
and buddy care under fire should do so with caution to ensure they do not
become injured. Each situation is different and handled using good judgment and
risk analysis.
5.20.4. Report.
If you observe attacks or enemy personnel
movement, report it up your chain of command immediately. Use the SALUTE
reporting method (Table 5.1) as a quick and effective way to communicate attack
information. SALUTE reports are submitted by the observer upon encountering
enemy activity, to your unit control center or work center through the most
secure means.
Table 5.1. SALUTE Reporting.
|
L I N E |
A |
B |
|
Report Area |
Information to Report |
|
|
1 |
(S)ize |
The number of persons and vehicles seen or the size of an object |
|
2 |
(A)ctivity |
Description of enemy activity (assaulting, fleeing, observing) |
|
3 |
(L)ocation |
Where the enemy was sighted (grid coordinate or reference point) |
|
4 |
(U)nit |
Distinctive signs, symbols, or identification on people, vehicles, aircraft, or weapons (numbers, patches, or clothing type) |
|
5 |
(T)ime |
Time activity was observed |
|
6 |
(E)quipment |
Equipment and vehicles associated with the activity |
5.21. Recovery.
Reestablishing the mission is a top priority.
Minimizing the amount of personnel exposed to post attack hazards is critical
for mission continuation and force survivability. Successful base recovery
efforts require a coordinated and integrated approach. The recovery concept
involves a combined effort from personnel trained to operate as a team, using
specialized equipment to spearhead recovery efforts. Immediate actions are
necessary to treat casualties, assess damage, and control contamination.
5.21.1. Reconnaissance. This
base-wide effort is initiated by the installation commander. The installation
commander will direct when base specialized and unit reconnaissance teams begin
post-attack chemical, biological, radiological, and nuclear surveys. Unit
control centers will be directed to release post attack reconnaissance teams to
collect information about the effects of the attack. Post attack reconnaissance
teams or resource owners are responsible for marking and reporting
contamination, including contaminated equipment, to ensure approaching
personnel are aware of the hazard associated with that resource. This will
allow those approaching to don the appropriate protective gear to ensure they
are protected before coming too close to the hazard. Additionally, the post attack
reconnaissance team or resource owner must report information to their unit
control center. The unit control center will forward unit survey information to
the Emergency Operations Center.
5.21.1.1. If you are not on a reconnaissance
team, your immediate recovery actions include performing immediate
decontamination (if contaminated) and remain under cover unless otherwise
directed.
5.21.2. Post Attack Reporting. Effective communication between post attack reconnaissance teams
and leadership is invaluable. The Emergency Operations Center is the primary
command and control function for collecting and consolidating post attack
information. The Emergency Operations Center director up channels information
and makes recommendations regarding alarm signals and mission-oriented
protective posture levels to the Crisis Action Team based on the information
collected by specialized and unit reconnaissance teams.
5.21.3. Split Mission-Oriented Protective Posture
Operations. Commanders may implement split
mission-oriented protective posture for each pre-established airbase chemical,
biological, radiological, and nuclear zone based on the current hazard and
mission priorities within that area. Normal operations continue within areas
unaffected by the incident or at lower risk from the threat. Certain conditions
and procedures must be followed when moving equipment or members between clean
and contaminated areas.
5.21.4. Zone Transition Points. If movement or travel between zones is necessary, use zone
transition points. Zone transition points are clear access routes into and out
of zones. Zone transition points help to contain contamination while allowing
the movement of people, equipment, and needed supplies. Unit control centers
control movement of their personnel and equipment between zones.
5.21.5. Decontamination. Units
will assess and determine what methods of decontamination, if any, can be
reasonably put into action. If a chemical agent gets on the skin or protective
equipment, it must be removed immediately. The reactive skin decontamination
lotion and M295 individual decontamination kits are the most effective methods
of removing chemical agents. In the absence of an individual decontamination
kit, a 5-percent chlorine solution will remove the chemical agent from
equipment and a 0.5 percent chlorine solution will remove agents from the skin.
The eyes are very vulnerable when exposed to nerve and blister agents. If one
of these agents gets in the eyes, the eyes should be irrigated with water.
5.21.6. Contamination Control Area. Should personnel become contaminated with chemical,
biological, or radiological agents, they decontaminate by processing through
the contamination control area within 24 hours of contact. If the individual
has positive indication of contamination on their M9 paper, they should report
contamination to their unit control center. Contaminated personnel and
equipment should not enter any facility. Unit control centers will direct
personnel to go to the contamination control area at the appropriate time.
5.21.7. Chemically Contaminated Object Rule. The chemically contaminated object rule for mission oriented
protective posture reduction is often applied by commanders for operations in
and near areas with contaminated objects. The chemically contaminated object
rule is a risk management philosophy designed to warn people of chemically
contaminated objects. It does not direct long duration maintenance in, or on
chemically contaminated resources. Although there is an increased degree of
risk when working in these areas, the rule provides guidance for protecting
personnel by specifying the type of individual protective equipment required.
5.22. Terrorist Use of Chemical,
Biological, Radiological, and Nuclear Material.
Air Force installations must prepare for the
full range of terrorist threats, including use of chemical, biological,
radiological, and nuclear weapons.
5.22.1. Terrorist threat or use of chemical, biological, radiological, and
nuclear material is among the emerging transnational threats. The overwhelming
capability of the United States Armed Forces greatly limit adversary options.
Increasingly, nations and terrorist groups are compelled to make use of
asymmetric measures to accomplish their goals.
5.22.2. Traditionally, the perceived threat of terrorism was directed
toward installations in foreign countries. Today, the terrorist use of
chemical, biological, radiological, and nuclear material is clearly an emerging
worldwide threat. Air Force personnel, equipment, and facilities at home and
abroad are highly visible targets for terrorist attacks. Therefore, chemical,
biological, radiological, and nuclear threat planning and response are
high-priority. The installation commander is responsible for protecting
installation personnel, facilities, and resources.
5.22.3. Protective measures include evacuation, relocation, exposure
control, contamination control, warning and notification, and
sheltering-in-place. Protective measures are taken in stages equal to the
urgency and nature of the threat; a warning for an increased terrorist attack
or threat forces will increase defense readiness, according to declared force
protection conditions measures. Commanders at overseas locations will ensure
units receive specific instruction and guidance on personnel and resource
protection. Personnel deploying to overseas areas will ensure they are briefed,
before and on arrival, on the enemy attack threat, protective actions, and use
of protective equipment.
5.23. Conclusion. The United States Air Force is the most ready and capable air and
space force in the world today. The Air Force's ability to achieve its mission
hinges on readiness. Each installation is different, but across the Air Force,
one element is constant; as an Airman you have an inherent responsibility to
maintain readiness within your unit and ensure your role in the installation s
Emergency Management program is executed and ultimately successful. Air Force
members should use emergency management fundamentals in concert with security
and standards of conduct to ensure readiness.
Chapter 6
STANDARDS OF CONDUCT
Section 6A Overview
6.1. Introduction.
In 1757, Lieutenant Colonel George Washington
said "discipline is the soul of an Army" and those words still hold
true in today's Air Force. Air Force standards must be uniformly known,
consistently applied and non-selectively enforced. Accountability is critically
important to good order and discipline of the force. To navigate the necessary
course of action and ensure mission accomplishment, a leader must be willing to
use more than one approach. Failure to ensure accountability will destroy the
trust of the American public, the very people living under the Constitution we
swore to support and defend, and who look to us, the members of their Nation's
Air Force, to embrace and live by the standards that are higher than those in
the society we serve. This chapter discusses the Law of Armed Conflict, Code of
Conduct, and general standards of conduct. Airmen must learn these standards
well enough not only to be able to follow them, but be able to articulate them
clearly to subordinates and enforce proper observation by other members. Used
in concert with information presented in Chapter 5 and Chapter 19, this chapter
covers issues vital to mission effectiveness, especially in light of the Air
Force global mission.
Section 6B Law of
Armed Conflict
6.2. Law of Armed Conflict Defined.
The Law of War, as defined by the Department of
Defense (DoD), is that part of international law that
regulates the resort to armed force; the conduct of hostilities and the
protection of war victims in both international and non-international armed
conflict; belligerent occupation; and the relationships between belligerent,
neutral, and non-belligerent States. The law of war is often called the
Law of Armed Conflict. While DoD uses the term Law of War, most Air Force
doctrine and publications continue to use the term Law of Armed Conflict . The Law of Armed Conflict arises from
civilized nations humanitarian desire to lessen the
effects of conflicts. Law of Armed Conflict protects combatants, noncombatants
and civilians from unnecessary suffering, and provides certain fundamental
protections for persons who fall into the hands of the enemy, particularly
prisoners of war, civilians, and military wounded, sick, and shipwrecked. The
law also tries to keep conflicts from degenerating into savagery and brutality,
thereby helping to restore peace.
6.3. Law of Armed Conflict Policy.
DoDD 2311.01E, Department
of Defense Law of War Program, requires each military department to design
a program that ensures Law of Armed Conflict observance, prevents violations,
ensures prompt reporting of alleged violations, appropriately trains all
forces, and completes a legal review of new weapons. Law of Armed Conflict
training is an obligation of the U.S. under provisions of the 1949 Geneva
Conventions other law of war treaties and customary international law. AFI
51-401,Training and Reporting to
Ensure Compliance with the Law of Armed Conflict, requires that all Air
Force personnel receive instruction on the principles and rules of the Law of
Armed Conflict commensurate with each member's duties and responsibilities. The
training is of a general nature; however, certain groups such as aircrews,
medical personnel, and security forces receive additional, specialized training
to address the unique situations they may encounter.
6.4. International and Domestic Law.
The Law of Armed Conflict is embodied in both
customary international law and treaties. Customary international law,
reflected in practices nations have come to accept as legally binding,
establishes many of the oldest rules that govern the conduct of military
operations in armed conflict. Article VI of the U.S. Constitution states that
treaty obligations of the
U.S. are the supreme law of the land, and the
U.S. Supreme Court has held that U.S. international legal obligations, to
include custom, is part of U.S. law. This means that treaties and international
agreements with the U.S. enjoy equal status to laws passed by Congress and
signed by the President. Therefore, all persons subject to U.S. law
must observe the U.S. Law of Armed Conflict obligations. Military personnel,
civilians, and contractors authorized to accompany the armed forces in combat
must consider the Law of Armed Conflict to plan and execute operations and must
obey Law of Armed Conflict in combat. Those who commit violations may be
criminally liable and court-martialed under the Uniform Code of Military Justice.
6.5. Principles.
Five important Law of Armed Conflict principles
govern armed conflict: military necessity, distinction, proportionality,
humanity, and honor.
6.5.1. Military Necessity:
6.5.1.1. Military necessity is the principle that justifies the use of all
measures needed to defeat the enemy as quickly and efficiently as possible that
are not prohibited by the law of war.
6.5.1.2. Attacks must be limited to military objectives. Certain classes of
persons are military objectives and may be made the object of attack. These
classes of persons include: combatants, or unprivileged belligerents; and
civilians taking a direct part in hostilities. Military objectives, insofar as
objects are concerned, include any objects which by its nature, location, purpose,
or use make an effective contribution to military action and whose total or
partial destruction, capture, or neutralization, in the circumstances ruling at
the time, offer a definite military advantage. Examples include tanks, military
aircraft, bases, supplies, lines of communications, and headquarters.
6.5.1.3. Military necessity does not authorize all military action and
destruction. Under no circumstances may military necessity authorize actions
specifically prohibited by the law of war, such as the murder of prisoners of
war, ill treatment of prisoners of war or internees, the taking of hostages, or
execution or reprisal against a person or object specifically protected from
reprisal.
6.5.2. Humanity:
Although military necessity justifies certain
actions necessary to defeat the enemy as quickly and efficiently as possible,
military necessity cannot justify actions not necessary to achieve this
purpose, such as cruelty or wanton violence. Moreover, once a military purpose
has been achieved, inflicting more suffering is unnecessary and should be
avoided. For example, if an enemy combatant has been placed hors de combat
(e.g., incapacitated by being severely wounded or captured), no military
purpose is served by continuing to attack him or her. Thus, the principle of
humanity forbids making enemy combatants who have been placed hors de combat
the object of attack. Humanity animates certain law of war rules, including
prohibitions on weapons that are calculated to cause superfluous injury; and
prohibitions on weapons that are inherently indiscriminate. For example, the
1907 Hague Convention prohibits the use of poison or poisoned weapons in
combat. Also, indiscriminate chemical, biological, and bacterial weapons are
banned by treaties because they cause unnecessary suffering. However, using
rifles to shoot prisoners of war, strafing civilians, firing on shipwrecked
mariners or downed aircrews are lawful weapons that may be used unlawfully.
6.5.3. Distinction:
6.5.3.1. This principle imposes a requirement
to distinguish (also termed "discriminate") between the civilian
population (or individual civilians not taking a
direct part in the hostilities) and combatant forces when engaged in military
operations. Military force may be directed only against military objects or
objectives, and not against civilian objects.
6.5.3.1.1. Civilian objects are protected from attack and include such
objects as places of worship, schools, hospitals, and dwellings.
6.5.3.1.2. Civilian objects can lose their protected status if they are used
to make an effective contribution to military action.
6.5.3.2. A defender has an obligation to
separate civilians and civilian objects (either in the defender's country or in
an occupied area) from military targets. Employment of voluntary or involuntary
human shields to protect military objectives or individual military units or
personnel is a fundamental violation of the law of war principle of
distinction.
6.5.4. Proportionality:
6.5.4.1. Proportionality may be defined as the principle that even where
one is justified in acting, one must not act in way that is unreasonable or
excessive. Proportionality generally weighs the justification for acting
against the expected harms to determine whether the latter are disproportionate
in comparison to the former. In war, incidental damage to the civilian
population and civilian objects is unfortunate and tragic, but inevitable.
Thus, applying the proportionality rule in conducting attacks does not require
that no incidental damage result from attacks. Rather, this rule obliges
persons to refrain from attacking where the expected harm incidental to such
attacks would be excessive in relation to the military advantage anticipated to
be gained.
6.5.4.2. Proportionality most often refers to the standard applicable to
persons conducting attacks. Proportionality considerations, however, may also
be understood to apply to the party subject to attack, which must take feasible
precautions to reduce the risk of incidental harm. Proportionality also plays a
role in assessing whether weapons are prohibited because they are calculated to
cause unnecessary suffering.
6.5.4.3. Damages and casualties must be consistent with mission
accomplishment and allowable risk to the attacking force (for example, the
attacker need not expose its forces to extraordinary risks simply to avoid or
minimize civilian losses).
6.5.5. Honor:
6.5.5.1. Honor requires a certain amount of fairness in offense and
defense. In requiring a certain amount of fairness in offense and defense,
honor reflects the principle that parties to a conflict must accept that
certain limits exist on their ability to conduct hostilities. Honor also
forbids resort to means, expedients, or conduct that would constitute a breach
of trust with the enemy.
6.5.5.2. For example, enemies must deal with one another in good faith in
their non-hostile relations. And even in the conduct of hostilities, good faith
prohibits: (1) killing or wounding enemy persons by resort to perfidy; (2)
misusing certain signs; (3) fighting in the enemy's uniform; (4) feigning
non-hostile relations in order to seek a military advantage; and (5) compelling
nationals of a hostile party to take part in the operations of war directed
against their own country. Honor, however, does not forbid parties from using
ruses and other lawful deceptions against which the enemy ought to take
measures to protect itself.
6.6. The Protection of War Victims
and Classes of Persons.
Some of the most important Law of Armed
Conflict rules come from the Geneva Conventions of 1949. The Geneva Conventions
consist of four separate international treaties that aim to protect all persons
taking no active part in hostilities, including members of armed forces who
have laid down their arms and those placed hors de combat by sickness, wounds,
detention, or any other cause. These treaties also seek to protect civilians
and private property.
6.6.1. Categories of
Personnel:
6.6.1.1. Geneva Convention
Distinctions. The Geneva Conventions distinguish between combatants,
noncombatants, and civilians.
6.6.1.1.1. Combatants. Three
classes of persons qualify as lawful or privileged combatants: (1) members of
the armed forces of a State that is a party to a conflict, aside from certain
categories of medical and religious personnel; (2) under certain conditions,
members of militia or volunteer corps that are not part of the armed forces of
a State, but belong to a State; and (3) inhabitants of an area who participate
in a kind of popular uprising to defend against foreign invaders, known as a lev e en masse. A combatant is commanded by a person
responsible for subordinates; wears fixed distinctive emblems recognizable at a
distance, such as uniforms; carries arms openly; and conducts his or her combat
operations according to Law of Armed Conflict. Lawful or privileged combatants
are entitled to Prisoner of war Status if captured and cannot be prosecuted for
their lawful conduct in an armed conflict.
6.6.1.1.2. Noncombatants. Noncombatants
include certain military personnel who are members of the Armed Forces not
authorized to engage in combatant activities, such as permanent medical
personnel and chaplains. Noncombatants must be respected and protected and may
not be made the object of attack.
6.6.1.1.3. Civilians. Civilians
are also protected persons and may not be made the object of direct attack.
They may, however, suffer injury or death incident to a direct attack on a
military objective without such an attack violating Law of Armed Conflict, if
such attack is on a lawful target by lawful means. With limited exceptions, the
Law of Armed Conflict does not authorize civilians to take an active or direct
part in hostilities. Civilians who take a direct part in hostilities without
authority to do so are unprivileged belligerent and can be made the object of
attacked when participating in hostiles.
6.6.1.2. Unprivileged
Belligerents: A Distinction Not Made by the Geneva Conventions. The term unprivileged belligerent is not used in the Geneva
Conventions. The term unprivileged belligerent , as defined in the DoD Manual
on the Law of War, includes lawful combatants who have forfeited the privileges
of combatant status by engaging in spying or sabotage, and private persons who
have forfeited one or more of the protections of civilian status by engaging in
hostilities. An unprivileged belligerent is an individual who is not authorized
by a state that is party to a conflict to take part in hostilities but does so
anyway. For example, civilians who plant improvised explosive devices are
unprivileged belligerents.
6.6.2. Undetermined Status.
Should doubt exist as to whether a captured
individual is a lawful combatant, noncombatant, or an unprivileged belligerent,
the individual will receive the protections of the Geneva Prisoner of War
Convention until status is determined.
6.7. Military Objectives.
The Law of Armed Conflict governs the conduct
of aerial warfare. The principle of military necessity authorizes aerial
attacks on combatants and other lawful military objectives. Military objectives
are limited to those objects or installations that by their own nature,
location, purpose, or use make an effective contribution to military action and
whose total or partial destruction, capture, or neutralization in the
circumstances existing at the time offer a definite military advantage.
6.7.1. Protection of Civilians and Civilian Objects.
Law of Armed Conflict protects civilian
populations. Military attacks against cities, towns, or villages not justified
by military necessity are forbidden. Attacking civilians for the sole purpose
of terrorizing them is also prohibited. Although civilians may not be made the
object of a direct attack, Law of Armed Conflict recognizes that a military
objective need not be spared because its destruction may cause collateral
damage that results in the unintended death or injury to civilians or damage to
their property. Commanders and their planners must take into consideration the
extent of damage to civilian objects and casualties anticipated as a result of
an attack on a military objective and seek to avoid or minimize civilian
casualties and destruction. Anticipated damage to civilian objects and civilian
casualties must not be disproportionate to the military advantage sought. Judge
advocate, intelligence, and operations personnel play a critical role in
determining the propriety of a target and the choice of weapon to be used under
the particular circumstances known to the commander when planning an attack.
6.7.2. Protected Objects.
The Law of Armed Conflict provides specific
protection to certain objects, including medical units or establishments;
transports of wounded and sick personnel; military and civilian hospital ships;
safety zones established under the Geneva Conventions; religious, cultural, and
charitable buildings; monuments; and prisoner of war camps. However, if these
protected objects are used for military purposes, they lose their protected
status. Protected objects near lawful military objectives that suffer
collateral damage when the nearby military objectives are lawfully engaged does
not violate Law of Armed Conflict.
6.8. Aircraft and Combat:
6.8.1. Enemy Military Aircraft and Aircrew.
Enemy military aircraft may be attacked and
destroyed wherever found, unless in neutral airspace or territory. Airmen who
parachute from a disabled aircraft and offer no resistance may not be attacked.
Airmen who resist in descent or are downed behind their own lines and who
continue to fight may be subject to attack. The rules of engagement for a particular
operation often include additional guidance for attacking enemy aircraft
consistent with Law of Armed Conflict obligations.
6.8.2. Enemy Civilian Aircraft.
An enemy's public and private nonmilitary
aircraft are generally not subject to attack unless used for a military
purpose. Since World War II, nations have increasingly recognized the necessity
to avoid attacking civil aircraft. Under exceptional conditions, however, civil
aircraft in flight may be lawfully attacked. If a civil aircraft initiates an
attack, it may be considered an immediate military threat and may be lawfully
attacked. An immediate military threat justifying an attack may also exist when
reasonable suspicion exists of a hostile intent, such as when a civil aircraft
approaches a military base at high speed, or enters enemy territory without
permission and disregards signals or warnings to land or proceed to a
designated place.
6.8.3. Military Medical Aircraft.
Military medical aircraft are used exclusively
for the removal of the wounded and sick and for the transport of medical
personnel and equipment. Military medical aircraft are entitled to protection
from attack by enemy combatants while flying at heights, times, and on routes
specifically agreed upon between the parties to the conflict. Under Law of
Armed Conflict, a military medical aircraft could be lawfully attacked and
destroyed if Military Medical Aircraft:
6.8.3.1. Initiates an attack.
6.8.3.2. Does not bear a clearly marked Red Cross, Red Crescent, or other
recognized symbol and is not otherwise known to be engaged in medical
operations at the time.
6.8.3.3. Does not fly at heights, at times, and on routes specifically
agreed to by the parties to the conflict and is not otherwise known to be
engaged in medical operations at the time.
6.8.3.4. Flies over enemy territory or enemy-occupied territory (unless
otherwise agreed upon by the parties) and is not otherwise known to be engaged
in medical operations at the time.
6.8.3.5. Approaches enemy's territory or a combat zone and disregards a
summons to land and is not otherwise known to be engaged in medical operations
at the time.
6.9. Enforcing Law of Armed
Conflict Rules:
6.9.1. Prosecution.
Military members who violate Law of Armed
Conflict are subject to criminal prosecution and punishment. Criminal
prosecutions may take place in a national or international forum. U.S. Armed
Forces could be prosecuted by courtsmartial under the Uniform Code of
Military Justice or through an international military tribunal, such as those
used in Nuremberg and Tokyo after World War II. I was only following orders,
generally is not accepted by national or international
tribunals as a war crime defense. Individual Airmen are responsible for their
actions and must comply with Law of Armed Conflict. Commanders can also be held
criminally responsible for the actions of their subordinates through the
doctrine of command responsibility. Commanders can be held criminally liable
for the conduct of their subordinates when they issued illegal orders or when they
either knew or should have known that their subordinates were committing war
crimes.
6.9.2. Reprisal.
Reprisals are the commission of otherwise
illegal acts that, under the circumstances, may be justified as a last resort
to put an end to illegal acts committed first by the adversary. For example, if
any enemy employs illegal weapons against a state, the victim may resort to the
use of weapons that would otherwise be unlawful in order to compel the enemy to
cease using the weapon. Reprisals can be legally justified if they meet certain
requirements. Authority to approve reprisals is held at the highest
decision-making level. Only the President of the U.S., as Commander in Chief,
may authorize U.S. forces to take such an action.
6.10. Reporting Violations.
AFPD 51-4 includes guidance for personnel who
suspect or have information which might reasonably be viewed as a violation of
the Law of Armed Conflict committed by or against U.S. personnel, enemy
personnel or any other individual shall promptly report the violation to their
immediate commander. An Air Force member who knows or receives a report of an
apparent Law of Armed Conflict violation must inform his or her commander. This
includes violations by the enemy, allies, U.S. Armed Forces, or others. If the
allegation involves or may involve a U.S. commander, the report should be made
to the next higher U.S. command authority. Particular circumstances may require
that the report be made to the nearest judge advocate, inspector general, a special agent in the Office of
Special Investigations, or a security forces member.
6.11. Rules of Engagement.
Rules of engagement exist to ensure use of
force in an operation occurs according to national policy goals, mission
requirements, and the rule of law. In general, rules of engagement set
parameters for when, where, how, why, and against whom commanders and their
Airmen may use force. Mission-specific rules of engagement present a more
detailed application of Law of Armed Conflict principles tailored to the
political and military nature of a mission which are contained in execution
orders, operations plans, and operations orders. All Airmen have a duty
and a legal obligation to understand, remember, and apply mission rules of
engagement. Failure to comply with rules of engagement may be punishable under
the Uniform Code of Military Justice. The U.S. standing rules of engagement,
approved by the President and Secretary of Defense and issued by the Chairman,
Joint Chiefs of Staff, provide implementation guidance on the inherent right of
self-defense and the application of force for mission accomplishment.
Commanders at every echelon have an obligation to ensure that mission rules of
engagement comply with the standing rules of engagement.
6.11.1. Self Defense.
The fundamental U.S. policy on self-defense is
repeatedly stated throughout the standing rules of engagement: These rules do
not limit a commander's inherent authority and obligation to use all necessary
means available to take all appropriate actions in self-defense of the
commander's unit and other U.S. forces in the vicinity.
Selfdefense methods include national, collective, unit, and
individual. Several elements must be considered before undertaking the use of
force in self-defense.
6.11.1.1. De-escalation. When
time and circumstances permit, the forces committing hostile acts or hostile
intent should be warned and given the opportunity to withdraw or cease
threatening actions.
6.11.1.2. Necessity. Rules
of engagement necessity exists if a hostile act is committed or hostile intent
is demonstrated against U.S. forces or other designated persons or property. A
hostile act is defined as force used against the U.S., U.S. forces, designated
persons and property, or intended to impede the mission of U.S. forces. Hostile
intent is the threat of imminent use of force against the U.S., U.S. forces,
designated persons and property, or intended to impede the mission of U.S.
forces. Rules of engagement necessity relates to the threat perceived by an
individual and is different from the Law of Armed Conflict concept of military
necessity.
6.11.1.3. Proportionality. In self-defense, U.S. forces may only use the amount of force
necessary to decisively counter a hostile act or a demonstration of hostile
intent and ensure the continued safety of U.S. forces or other designated
persons and property. Force used must be reasonable in intensity, duration, and
magnitude compared to the threat based on facts known to the commander at the
time. Rules of engagement proportionality refers to the reasonableness of the
response to a threat and is different to the law of armed conflict concept of
proportionality. 6.11.1.4. Pursuit. U.S. forces can
pursue and engage a hostile force that has committed a hostile act or
demonstrated a hostile intent, if those forces continue to commit hostile acts
or demonstrate hostile intent. (Applicable rules of engagement may restrict or
place limitations on U.S. forces ability to pursue or engage a hostile force
across an international border.)
Section 6C Code of
Conduct
6.12. Policy.
The Code of Conduct outlines basic
responsibilities and obligations of members of the U.S. Armed Forces. All
members are expected to measure up to the standards described in the Code of
Conduct. Although developed for prisoners of war, the spirit and intent are
applicable to service members subject to other hostile detention. Such service
members should consistently conduct themselves in a manner that brings credit
to them and their country. The six articles of the Code
of Conduct address situations and decision areas that any member could
encounter to some degree. The Code of Conduct includes basic information useful
to prisoners of war to help them survive honorably while resisting captors efforts to exploit them. Such survival and resistance
require knowledge and understanding of the articles.
6.13. Training.
DoD personnel who
plan, schedule, commit, or control members of the Armed Forces must fully
understand the Code of Conduct and ensure personnel have the training and
education necessary to abide by it. How much knowledge members need depends on
how likely they are to be captured, their exposure to sensitive information,
and how useful or valuable a captor considers them. Training is conducted at
three levels:
6.13.1. Level A Entry Level
Training.
Level A represents the minimum level of
understanding needed for all members of the Armed Forces. This level is
imparted to all personnel during entry training.
6.13.2. Level B Training After Assumption of Duty
Eligibility.
Level B is the minimum level of understanding
needed for service members whose military jobs, specialties, or assignments
entail moderate risk of capture, such as members of ground combat units. Training
is conducted for such service members as soon as their assumption of duty makes
them eligible.
6.13.3. Level C Training Upon Assumption of Duties or
Responsibilities.
Level C is the minimum level of understanding
needed for military service members whose military jobs, specialties, or
assignments entail significant or high risk of capture and whose position,
rank, or seniority makes them vulnerable to greater-than-average exploitation
efforts by a captor. Examples include aircrews and special mission forces such
as Air Force pararescue teams. Training for these members is conducted upon
their assumption of the duties or responsibilities that make them eligible.
6.14. The Articles of the Code of
Conduct.
President Dwight D. Eisenhower first published the
Code of Conduct for members of the Armed Forces of the U.S. on 17 August 1955.
In March 1988, President Ronald W. Reagan amended the code with gender-neutral
language.
6.14.1. ARTICLE I.
I am an American, fighting in the
forces which guard my country and our way of life. I am prepared to give my
life in their defense.
6.14.1.1. Explanation. Article
I applies to all members at all times. A member of the Armed Forces
has a duty to support U.S. interests and oppose U.S. enemies regardless of the
circumstances, whether in active combat or captivity.
6.14.1.2. Training. Familiarity
with the wording and basic meaning is necessary to understand that:
6.14.1.2.1. Past experience of captured Americans reveals that honorable
survival in captivity requires a high degree of dedication and motivation.
6.14.1.2.2. Maintaining these qualities requires knowledge of and a strong
belief in the advantages of American democratic institutions and concepts.
6.14.1.2.3. Maintaining these qualities also requires a love of and faith in
the U.S. and a conviction that the U.S. cause is just.
6.14.1.2.4. Honorable survival in captivity depends on faith in and loyalty to
fellow prisoners of war.
Note: Possessing the dedication and motivation fostered by such
beliefs and trust may help prisoners of war survive long, stressful periods of
captivity, and has helped many return to their country and families with their
honor and self-esteem intact.
6.14.2. ARTICLE II.
I will never surrender of my own
free will. If in command, I will never surrender the members of my command
while they still have the means to resist.
6.14.2.1. Explanation. Members
of the Armed Forces may never surrender voluntarily. Even when isolated and no
longer able to inflict casualties on the enemy or otherwise defend themselves,
their duty is to evade capture and rejoin the nearest friendly force. Only when
evasion is impossible and further fighting would lead to their death with no
significant loss to the enemy may the means to resist or evade be considered
exhausted.
6.14.2.2. Training. Service
members who are cut off, shot down, or otherwise isolated in enemy-controlled
territory must make every effort to avoid capture. Actions available include
concealment until recovered by friendly rescue forces, evasive travel to a
friendly or neutral territory, and evasive travel to other prebriefed areas.
Members must understand that capture is not dishonorable if all reasonable
means of avoiding it have been exhausted, and the only alternative is death.
Service members must understand and have confidence in search and recovery
forces rescue procedures and techniques, and proper evasion destination
procedures.
6.14.3. ARTICLE III.
If I am captured, I will continue
to resist by all means available. I will make every effort to escape and aid
others to escape. I will accept neither parole nor special favors from the
enemy.
6.14.3.1. Explanation:
6.14.3.1.1. An Armed Forces member's duty to
continue to resist enemy exploitation by all means available is not lessened by
the misfortune of capture. Contrary to the 1949 Geneva Conventions, enemies
U.S. forces have engaged since 1949 have treated the prisoner of war compound
as an extension of the battlefield. The prisoner of war must be prepared for
this.
6.14.3.1.2. Enemies have used a variety of
tactics to exploit prisoners of war for propaganda purposes or to obtain
military information, in spite of Geneva Conventions prohibition. Physical and
mental harassment, general mistreatment, torture, medical neglect, and
political indoctrination have all been used, and the enemy has tried to tempt
prisoners of war to accept special favors or privileges in return for
statements or information, or for a pledge by the prisoner of war not to
attempt escape.
6.14.3.1.3. A prisoner of war must not seek special
privileges or accept special favors at the expense of fellow prisoners of war.
Under the guidance and supervision of the senior military person, the prisoner
of war must be prepared to take advantage of escape opportunities. In communal
detention, the welfare of the prisoners of war who remain behind must be
considered. Additionally, prisoners of war should not sign or enter into a
parole agreement. Parole agreements are promises the prisoners of war make to
the captor to fulfill stated conditions, such as not to bear arms, in exchange
for special privileges, such as release or lessened restraint.
6.14.3.2. Training. Members
should understand that captivity involves continuous control by a captor who may
attempt to use the prisoner of war as a source of information for political
purposes or as a potential subject for political indoctrination. Members must
familiarize themselves with prisoner of war and captor rights and obligations
under the Geneva Conventions, understanding that some captors have accused
prisoners of war of being war criminals simply because they waged war against
them. Continued efforts to escape are critical because a successful escape
causes the enemy to divert forces that may otherwise be fighting, provides the
U.S. valuable information about the enemy and other prisoners of war, and
serves as a positive example to all members of the Armed Forces.
6.14.4. ARTICLE IV.
If I become a prisoner of war, I
will keep faith with my fellow prisoners. I will give no information or take
part in any action which might be harmful to my comrades. If I am senior, I
will take command. If not, I will obey the lawful orders of those appointed
over me and will back them up in every way.
6.14.4.1. Explanation. Officers and NCOs continue to carry out their
responsibilities and exercise authority in captivity. Informing, or any other
action detrimental to a fellow prisoner of war, is despicable and expressly
forbidden. Prisoners of war must avoid helping the enemy identify fellow
prisoners of war who may have valuable knowledge to the enemy. Strong
leadership is essential to discipline. Without discipline, camp organization,
resistance, and even survival may be impossible. Personal hygiene, camp sanitation,
and care of the sick and wounded are imperative. Wherever located, prisoners of
war must organize in a military manner under the senior military prisoner of
war, regardless of military service. If the senior prisoner of war is
incapacitated or otherwise unable to act, the next senior prisoner of war
assumes command.
6.14.4.2. Training. Members
must be trained to understand and accept leadership from those in command and
abide by the decisions of the senior prisoner of war, regardless of military
service. Failing to do so may result in legal proceedings under the Uniform
Code of Military Justice. Additionally, a prisoner of war who voluntarily
informs or collaborates with the captor is a traitor to the U.S. and fellow
prisoners of war and, after repatriation, is subject to punishment under the
Uniform Code of Military Justice. Service members must be familiar with the
principles of hygiene, sanitation, health maintenance, first aid, physical
conditioning, and food utilization.
6.14.5. ARTICLE V.
When questioned, should I become a
prisoner of war, I am required to give name, rank, service number, and date of
birth. I will evade answering further questions to the utmost of my ability. I
will make no oral or written statements disloyal to my country and its allies
or harmful to their cause.
6.14.5.1. Explanation:
6.14.5.1.1. When questioned, a prisoner of war
is required by the Geneva Conventions, and permitted by the Uniform Code of
Military Justice, to give name, rank, service number, and date of birth. Under the
Geneva Conventions, the enemy has no right to try to force a prisoner of war to
provide any additional information. However, it is unrealistic to expect a
prisoner of war to remain confined for years reciting only name, rank, service
number, and date of birth. Many prisoner of war camp situations exist in which
certain types of conversation with the enemy are permitted. For example, a
prisoner of war is allowed, but not required by the Code of Conduct, the
Uniform Code of Military Justice, or the Geneva Conventions, to fill out a
Geneva Conventions capture card, to write letters home, and to communicate with
captors on matters of health and welfare. The senior prisoner of war is
required to represent prisoners of war in matters of camp administration, health,
welfare, and grievances.
6.14.5.1.2. A prisoner of war must resist,
avoid, or evade, even when physically and mentally coerced, all enemy efforts
to secure statements or actions that may further the enemy s cause. Examples of
statements or actions prisoners of war should resist include giving oral or
written confessions, answering questionnaires, providing personal history
statements, and making propaganda recordings and broadcast appeals to other
prisoners of war to comply with improper captor demands. Additionally,
prisoners of war should resist appealing for U.S. surrender or parole, engaging
in self-criticism, or providing oral or written statements or communication
that are harmful to the U.S., its allies, the Armed Forces, or other prisoners
of war. Experience has shown that, although enemy interrogation sessions may be
harsh and cruel, a prisoner of war can usually resist if there is a will to
resist. The best way for a prisoner of war to keep faith with the U.S., fellow
prisoners of war, and him or herself is to provide the enemy with as little
information as possible.
6.14.5.2. Training. Service members familiarize themselves with the
various aspects of interrogation, including phases, procedures, and methods and
techniques, as well as the interrogator's goals, strengths, and weaknesses.
Members should avoid disclosing information by such techniques as claiming
inability to furnish information because of previous orders, poor memory,
ignorance, or lack of comprehension. They should understand that, short of
death, a prisoner of war may prevent a skilled enemy interrogator, using all
available psychological and physical methods of coercion, from obtaining some
degree of compliance by the prisoner of war is unlikely. However, the prisoner
of war must recover as quickly as possible and resist successive efforts to the
utmost.
6.14.6. ARTICLE VI.
I will never forget that I am an
American, fighting for freedom, responsible for my actions, and dedicated to
the principles which made my country free. I will trust in my God and in the
United States of America.
6.14.6.1. Explanation. A member of the Armed Forces remains
responsible for personal actions at all times. When repatriated, prisoners of
war can expect their actions to be subject to review, both circumstances of
capture and conduct during detention. The purpose of such a review is to
recognize meritorious performance and, if necessary, investigate any
allegations of misconduct. Such reviews are conducted with due regard for the
rights of the individual and consideration for the conditions of captivity.
6.14.6.2. Training. Members must understand the relationship between the
Uniform code of Military Justice and the Code of Conduct and realize that
failure to follow the guidance may result in violations punishable under the
Uniform Code of Military Justice, and they may be held legally accountable for
their actions. They should also understand that the U.S. Government will use
every available means to establish contact with prisoners of war, to support them,
and to obtain their release. Furthermore, U.S. laws provide for the support and
care of dependents of the Armed Forces, including prisoners of war family
members. Military members must ensure their personal affairs and family matters
are up to date at all times.
6.15. Detention of U.S. Military
Personnel in Operations Other than War:
6.15.1. Policy.
U.S. military personnel isolated from U.S.
control are still required to do everything in their power to follow DoD and Air Force policy and survive with honor. DoDI 1300.21, Code of Conduct (CoC) Training and Education, Enclosure 3,
provides guidance to military members who find themselves isolated during
operations other than war or in a situation not addressed specifically in the
Code of Conduct. All military departments establish procedures to ensure U.S.
military personnel are familiar with the guidance in this publication.
6.15.2. Rationale.
Because of their wide range of activities, U.S.
military personnel are subject to detention by unfriendly governments or
captivity by terrorist groups. When a hostile government or terrorist group
detains or captures U.S. military personnel, the captor is often attempting to
exploit both the individual and the U.S. Government for its own purposes. As
history has shown, exploitation can take many forms, such as hostage
confessions to crimes never committed, international news media exploitation,
and substantial ransom demands, all of which can lead to increased credibility
and support for the detainer.
6.15.3. Responsibility:
6.15.3.1. U.S. military
personnel detained by unfriendly governments or held hostage by a terrorist
group must do everything in their power to survive with honor. Furthermore,
whether U.S. military personnel are detained or held hostage, they can be sure
the U.S. Government will make every effort to obtain their release. To best
survive the situation, military personnel must maintain faith in their country,
in fellow detainees or captives and, most importantly, in themselves. In any
group captivity situation, military captives must organize, to the fullest
extent possible, under the senior military member present. If civilians are
part of the group, they should be encouraged to participate.
6.15.3.2. U.S. military personnel must make
every reasonable effort to prevent captors from exploiting them and the U.S.
Government. If exploitation cannot be prevented, military members must attempt
to limit it. If detainees convince their captors of their low propaganda value,
the captors may seek a quick end to the situation. When a detention or hostage
situation ends, military members who can honestly say they did their utmost to
resist exploitation will have upheld DoD policy, the
founding principles of the U.S., and the highest traditions of military service.
6.15.4. Military Bearing and
Courtesy.
U.S. military personnel shall maintain their
military bearing, regardless of the type of detention or captivity, or
harshness of treatment. They should make every effort to remain calm,
courteous, and project personal dignity. That is particularly important during
the process of capture and the early stages of internment when the captors may
be uncertain of their control over the captives. Discourteous, nonmilitary
behavior seldom serves the long-term interest of a detainee or hostage and
often results in unnecessary punishment that serves no useful purpose. Such behavior often results in
punishment that serves no useful purpose. In some situations, such behavior may
jeopardize survival and severely complicate efforts to gain release of the
detainee or hostage.
6.15.5. Guidance for
Detention by Governments:
6.15.5.1. Detainees in the custody of a hostile
government, regardless of the circumstances that resulted in the detention, are
subject to the laws of that government. Detainees must maintain military
bearing and avoid aggressive, combative, or illegal behavior that may
complicate their situation, legal status, or efforts to negotiate a rapid
release. As American citizens, detainees should ask immediately and continually
to see U.S. embassy personnel or a representative of an allied or neutral
government. U.S. military personnel who become lost or isolated in a hostile
foreign country during operations other than war will not act as combatants
during evasion attempts. During operations other than war, there is no
protection afforded under the Geneva Convention. The civil laws of that country
apply.
6.15.5.2. A detainer s goal may be maximum
political exploitation. Therefore, detained U.S. military personnel must be
cautious in all they say and do. In addition to asking for a U.S.
representative, detainees should provide name, rank, service number, date of
birth, and the innocent circumstances leading to their detention. They should
limit further discussions to health and welfare matters, conditions of their
fellow detainees, and going home.
6.15.5.3. Detainees should avoid signing any
document or making any statement, oral or otherwise. If forced, they must
provide as little information as possible and then continue to resist.
Detainees are not likely to earn their release by cooperation. Rather, release
may be gained by resisting, thereby reducing the value of the detainee. U.S.
military detainees should not refuse release, unless doing so requires them to
compromise their honor or cause damage to the U.S. Government or its allies.
Escape attempts must be made only after carefully considering the risk of
violence, chance of success, and detrimental effects on detainees remaining
behind. Jailbreak in most countries is a crime. Escape attempts can provide the
detainer further justification to hold the individual.
6.15.6. Terrorist Hostage:
6.15.6.1. Capture by terrorists is generally
the least predictable and structured form of operations, other than war captivity.
Capture can range from a spontaneous kidnapping to a carefully planned
hijacking. In either situation, hostages play an important role in determining
their own fate because terrorists rarely expect to receive rewards for
providing good treatment or releasing victims unharmed. U.S. military members
should assume their captors are genuine terrorists when unclear if they are
surrogates of a government.
6.15.6.2. A terrorist hostage situation is more
volatile than a government detention, so members must take steps to lessen the
chance of a terrorist indiscriminately killing hostages. In such a situation, DoD policy accepts and promotes efforts to establish rapport
between U.S. hostages and the terrorists in order to establish themselves as
people in the terrorist's mind, rather than a stereotypical symbol of a country
the terrorist may hate. DoD policy recommends U.S.
personnel talk to terrorists about nonsubstantive subjects such as
family, sports, and hobbies. They should stay away from topics that could inflame
terrorist sensibilities, such as their cause, politics, or religion. Listening
can be vitally important when survival is at stake. Members should take an
active role in the conversation, but should not argue, patronize, or debate
issues with the captors. They should try to reduce tension and make it as hard
as possible for terrorists to identify U.S. personnel as troublemakers, which
may mark them for murder.
Section 6D Everyday
Conduct
6.16. Overview.
The importance of the Air Force mission and
responsibility to the nation requires members adhere to higher standards than
nonmilitary members. Every person is accountable for his or her own actions on
duty and off. Supervisors must hold subordinates accountable and take
corrective action if they do not fulfill their responsibilities. Members must
remember and reflect the Air Force Core Values Integrity First, Service Before Self, and Excellence in All We Do in everything they
do.
6.17. Policy.
DoDD 5500.07, Standards
of Conduct, DoD 5500.07-R, The
Joint Ethics Regulation (JER), and AFI 1-1, Air
Force Standards provide guidance to Air Force personnel on standards
of conduct. Military members who violate the punitive provisions may be
prosecuted under the Uniform Code of Military Justice. Civilian violations may
result in disciplinary action without regard to the issue of criminal
liability. Military members and civilian employees who violate these standards,
even if such violations do not constitute criminal misconduct, are subject to
administrative actions, such as reprimands. Contact the base legal office for
assistance.
6.18. Ethical Values.
Ethics are standards of conduct based on
values. Values are core beliefs, such as duty, honor, and integrity that
motivate attitudes and actions. Not all values are ethical values (integrity
is; happiness is not). Ethical values relate to what is right and wrong and
thus take precedence over nonethical values when making ethical
decisions. DoD employees who make decisions as part of
their official duties should carefully consider ethical values. Primary ethical
values include:
6.18.1. Honesty.
Being truthful, straightforward, and candid are
aspects of honesty:
6.18.1.1. Truthfulness is required. Deceptions
are usually easily uncovered. Lies erode credibility and undermine public
confidence. Untruths told for seemingly altruistic reasons (to prevent hurt
feelings, to promote good will, etc.) are nonetheless resented by the
recipients.
6.18.1.2. Straightforwardness adds frankness to
truthfulness and is usually necessary to promote public confidence and to
ensure effective, efficient conduct of operations. Truths presented in such a
way as to lead recipients to confusion, misinterpretation, or inaccurate
conclusions are not productive. Such indirect deceptions can promote ill will
and erode openness, especially when there is an expectation of frankness.
6.18.1.3. Candor is the forthright offering of
unrequested information. This ethical value is necessary according to the
gravity of the situation and the nature of the relationships. Candor is
required when a reasonable person would feel betrayed if the information was
withheld. In some circumstances, silence is dishonest; yet in other
circumstances, disclosing information would be wrong and perhaps unlawful.
6.18.2. Integrity.
Being faithful to one s convictions is part of
integrity. Following principles, acting with honor, maintaining independent
judgment, and performing duties with impartiality help to maintain integrity
and avoid conflicts of interest and hypocrisy.
6.18.3. Loyalty.
Fidelity, faithfulness, allegiance, and
devotion are all synonyms for loyalty. Loyalty is the bond that holds the
Nation and the U.S. Government together and the balm against dissension and
conflict. This ethical value is not blind obedience or unquestioning acceptance
of the status quo. Loyalty requires careful balance among various interests,
values, and institutions in the interest of harmony and cohesion.
6.18.4. Accountability.
DoD employees are
required to accept responsibility for their decisions and the resulting
consequences. This includes avoiding even the appearance of impropriety.
Accountability promotes careful, well-thought-out decisions, and limits
thoughtless action.
6.18.5. Fairness.
Open mindedness and impartiality are important
aspects of fairness. DoD employees must be committed
to justice in the performance of their official duties. Decisions must not be
arbitrary, capricious, or biased. Individuals must be treated equally and with
tolerance.
6.18.6. Caring.
Compassion is an essential element of good
government. Courtesy and kindness, both to those we serve and to those with
whom we work, help to ensure individuals are not treated solely as a means to
an end. Caring for others is the counterbalance against the temptation to
pursue the mission at any cost.
6.18.7. Respect.
To treat people with dignity, to honor privacy,
and to allow self-determination are critical in a government of diverse people.
Lack of respect leads to a breakdown of loyalty and honesty within a government
and brings chaos to the international community.
6.18.8. Promise-Keeping.
No government can function for long if its
commitments are not kept. DoD employees are obligated
to keep their promises in order to promote trust and cooperation. Because of the
importance of promise-keeping, DoD employees must only
make commitments within their authority.
6.18.9. Responsible
Citizenship.
Responsible citizenship is the duty of every
citizen, especially DoD employees, to exercise
discretion. Public servants are expected to engage (employ) personal judgment
in the performance of official duties within the limits of their authority so
that the will of the people is respected according to democratic principles.
Justice must be pursued and injustice must be challenged through accepted means.
6.18.10. Pursuit of Excellence.
In public service, competence is only the
starting point. DoD employees are expected to set an
example of superior diligence and commitment. They are expected to strive
beyond mediocrity.
6.19. Professional and Unprofessional Relationships.
Professional relationships are essential to the
effective operation of all organizations, military and civilian, but the nature
of the military mission requires absolute confidence in command and an
unhesitating adherence to orders that may result in inconvenience, hardships,
injury, or death. While personal relationships between Air Force members are
normally matters of individual choice and judgment, they become matters of
official concern when they adversely affect or have the reasonable potential to
adversely affect the Air Force by eroding morale, good order, discipline, respect for authority, unit cohesion, or mission
accomplishment. AFI 36-2909, Professional and Unprofessional
Relationships, establishes responsibilities for maintaining
professional relationships.
6.19.1. Professional
Relationships.
Professional relationships contribute to the
effective operation of the Air Force. The Air Force encourages personnel to
communicate freely with their superiors regarding their careers and
performance, duties, and missions. This type of communication enhances morale
and discipline and improves the operational environment while at the same time
preserving proper respect for authority and focus on the mission. Participation
by members of all grades in organizational activities, such as base
intramural, interservice, and intraservice athletic
competitions, unit-sponsored events, religious activities, community welfare
projects, and youth programs, enhances morale and contributes to unit cohesion.
6.19.2. Unprofessional
Relationships.
Unprofessional relationships, whether pursued
on or off-duty, are those relationships that detract from the authority of
superiors or result in, or reasonably create the appearance of, favoritism,
misuse of office or position, or the abandonment of organizational goals for
personal interests. Unprofessional relationships can exist between officers,
between enlisted members, between officers and enlisted members, and between
military personnel and civilian employees or contractor personnel. Familiar
relationships in which one member exercises supervisory or command
authority and relationships that involve shared living accommodations,
vacations, transportation, or off-duty interests on a frequent or recurring
basis in the absence of any official purpose or organizational benefit present
a high risk of becoming unprofessional.
6.19.3. Fraternization.
Fraternization is an aggravated form of
unprofessional relationship. As defined by the manual for courts-martial, fraternization is a personal relationship between an
officer and an enlisted member that violates the customary bounds of acceptable
behavior in the Air Force and prejudices good order and discipline, discredits
the Armed Services, or operates to the personal disgrace or dishonor of the
officer involved. The custom recognizes that officers will not form personal
relationships with enlisted members on terms of military equality, whether on
or off duty. Although the custom originated in an all-male military,
fraternization is gender neutral. Fraternization can occur between males,
between females, and between males and females. Because of the potential damage
fraternization can do to morale, good order, discipline, and unit cohesion,
fraternization is specifically prohibited in the manual for courts-martial and
punishable under Article 134 of the Uniform Code of Military Justice.
6.20. General Guidelines on
Avoiding Unprofessional Relationships Including Fraternization.
Military experience has shown that certain
kinds of personal relationships present a high risk for being (or developing
into) unprofessional relationships. Unprofessional relationships negatively
impact morale and discipline. While some personal relationships are not
initially unprofessional, they may become unprofessional when circumstances
change. For example, factors that can change an otherwise permissible
relationship into an unprofessional relationship include the members' relative
positions in the organization and the members' relative positions in the
supervisory and command chains. Air Force members, both officer and enlisted,
must be sensitive to forming these relationships and consider the probable
impact of their actions on the Air Force in making their decisions. The rules
regarding these relationships must be somewhat elastic to accommodate differing
conditions. However, the underlying standard is that Air Force members are
expected to avoid relationships that negatively affect morale and discipline.
When economic constraints or operational requirements place officers and
enlisted members of different grades in close proximity with one another (such
as combined or joint clubs, joint recreational facilities, or mixed officer and
enlisted housing areas), military members are expected to maintain professional
relationships. Although maintaining professional relationships is more
difficult under certain circumstances, it does not excuse a member s
responsibility to maintain standards.
6.20.1. Relationships within
an Organization.
Unduly familiar relationships between members
in which one member exercises supervisory or command authority over
the other can easily be or become unprofessional. Similarly, as differences in
grades increase, even in the absence of a command or supervisory relationship,
there may be more risk that the relationship will become, or is perceived to
be, unprofessional because senior members in military organizations normally
exercise authority or have some direct or indirect organizational influence over
more junior members. The danger for abuse of authority is always present. A
senior member's ability to directly or indirectly influence assignments,
promotion recommendations, duties, awards, or other privileges and benefits
places both the senior and junior members in a vulnerable position. Once
established, such relationships do not go unnoticed by other members of the
unit. Service members must also avoid unprofessional relationships (including
fraternization) between members of different services, particularly in joint
service operations, because such relationships may have the same impact on
morale and discipline as they would for members assigned to the same service.
6.20.2. Relationships with
Civilian Employees.
Civilian employees and contractor personnel are
an integral part of the Air Force. They contribute directly to readiness and
mission accomplishment. Consequently, military members of all grades must
maintain professional relationships with civilian employees, particularly those
whom they supervise or direct. They must avoid relationships that adversely
affect or reasonably might adversely affect morale, discipline, and respect for
authority, or that violate law or regulation.
6.20.3. Dating and Close
Friendships.
Dating, intimate relationships, and close
friendships between men and women are subject to the same policy considerations
as are other relationships. Like any personal relationship, they become a
matter of official concern when they adversely affect morale, discipline, unit
cohesion, respect for authority, or mission accomplishment. Members must
recognize that these relationships can adversely affect morale and discipline,
even when the members are not in the same chain of command or unit. The
formation of such relationships between superiors and subordinates within the
same chain of command or supervision is prohibited because such relationships
invariably raise the perception of favoritism or misuse of position and erode
morale, discipline and unit cohesion.
6.20.4. Shared Activities.
Sharing living accommodations, vacations,
transportation, and off-duty interests on a frequent or recurring basis can be
perceived as unprofessional. Often the frequency of these activities or the
absence of an official purpose or organizational benefit is what causes them to
become, or to be perceived as, unprofessional. While an occasional round of
golf, game of racquetball, or similar activity between a supervisor and
subordinate could remain professional, daily or weekly occurrences could result
in at least the perception of an unprofessional relationship. Similarly, while
it may be appropriate for a first sergeant to play golf with a different group
of officers from his or her organization each weekend in order to get to know
them better, playing with the same officers every weekend may be, or be
perceived as, unprofessional.
6.20.5. Training, Schools,
and Professional Military Education.
Personal relationships between recruiters and
potential recruits during the recruiting process or between students and
faculty or staff in training schools or professional military education
settings are generally prohibited. These interpersonal relationships are
especially susceptible to abuse of position, partiality or favoritism, or can
easily create the appearance of such. This is particularly true during the
recruiting process and in basic military training, because the potential
recruit or junior military member is often unfamiliar with Air Force standards
and dependent on the senior member, and the senior member is in a position to
directly affect, positively or negatively, the career of the junior member.
6.20.6. Other Relationships.
Other relationships not specifically addressed,
depending on the circumstances, can lead to actual or perceived favoritism or
preferential treatment, and must be avoided. Examples of activities that may
adversely impact morale, discipline, and respect for authority include
gambling, partying with subordinates, soliciting or making solicited sales to
subordinates, joint business ventures, or soliciting (or making solicited
sales) to members junior in rank, grade, or position.
6.21. Consequences of
Unprofessional Conduct.
Military members are subject to lawful orders.
When a military member has been lawfully ordered to cease an unprofessional
relationship or refrain from certain conduct, the military member is subject to
prosecution under the Uniform Code of Military Justice for violating the order.
Similarly, all military members are subject to prosecution for criminal
offenses committed incidental to an unprofessional relationship (such as
gambling, adultery, or assault).
6.22. Responsibilities for
Professional Relationships:
6.22.1. Individuals.
All military members share the responsibility
for maintaining professional relationships. However, the senior member (officer
or enlisted) in a personal relationship bears primary responsibility for
maintaining professional relationships. Leadership requires personnel to exercise
maturity and judgment and avoid relationships that undermine respect for
authority or have a negative impact on morale, discipline, or the mission of
the Air Force.
This is especially true of officers and
noncommissioned officers who are expected to exhibit the highest standards of
professional conduct and to lead by example. The senior member in a
relationship is in the best position to appreciate the effect the relationship
could have on an organization and is in the best position to terminate or limit
the extent of the relationship. However, all members should expect to be, and
must be, held accountable for how their conduct impacts the Air Force.
6.22.2. Commanders and
Supervisors.
Commanders and supervisors at all levels have
the authority and responsibility to maintain good order, discipline, and morale
within their units. They may be held accountable for failing to act in
appropriate cases.
6.23. Actions in Response to
Unprofessional Relationships.
If a relationship is prohibited by AFI 36-2909
or is causing (or if good professional judgment and common sense indicate that
a relationship may reasonably result in) a degradation of morale, good order,
discipline or unit cohesion, a commander or supervisor should take corrective
action. Actions should
normally be the least severe necessary to terminate the unprofessional aspects
of a relationship, but a full spectrum of administrative actions is available
and should be considered. Administrative actions include, but are not limited
to; counseling, reprimand, creation of an unfavorable information file, removal
from position, reassignment, demotion, delay of or removal from a promotion
list, adverse or referral comments in performance reports, and administrative
separation. One or more complementary actions can be taken. Experience has
shown that counseling is often an effective first step in curtailing
unprofessional relationships. More serious cases may warrant administrative
action or nonjudicial punishment. An order to terminate a relationship, or the offensive portion of
a relationship, can and should be given whenever it is apparent that lesser
administrative action may not be effective. Officers or enlisted members who
violate such orders are subject to action under the Uniform Code of Military
Justice for violation of the order. Instances of actual favoritism, partiality, or misuse of grade or
position may constitute independent violations of the Uniform Code of Military
Justice or the punitive provisions of the Joint Ethics Regulation.
6.24. Financial Responsibility.
AFI 36-2906, Personal
Financial Responsibility, establishes administrative and management
guidelines for alleged delinquent financial obligations and for processing
financial claims against Air Force members. The AFI also outlines basic rules
for garnishment.
6.24.1. Responsibilities.
Military members will:
6.24.1.1. Pay their just financial obligations
in a proper and timely manner.
6.24.1.2. Provide adequate financial support of
a spouse, child or any other relative for which the member receives additional
support allowances. Members will also comply with the financial support
provisions of a court order or written support agreement.
6.24.1.3. Respond to applications for
involuntary allotments of pay within the suspense dates established by the
Defense Finance and Accounting Service or the commander.
6.24.2. Handling
Complaints. Complainants are often unfamiliar with Air Force
organizational addresses or do not know the member's actual unit of assignment,
and so frequently address correspondence to the installation commander, staff
judge advocate, or force support squadron. The complaint is forwarded for
action to the individual's commander, who attempts to respond within 15 days.
If the member has had a permanent change of station, the complaint is forwarded
to the new commander, and the complainant is notified of the referral. If the
member has separated with no further military service or has retired, the
complainant is notified and informed that the member is no longer under Air
Force jurisdiction and the Air Force is unable to assist. (Exception: Retired
members' retirement pay can be garnished for child support or alimony
obligations.) Commanders must actively monitor complaints until they are
resolved. Failure to pay debts or support dependents can lead to administrative
or disciplinary action. If the commander decides the complaint reflects
adversely on the member, this action should be included in the unfavorable
information file.
6.24.3. Personal Financial
Management Program.
The personal financial management program is an
Airman and Family Readiness Center program that offers information, education,
and personal financial counseling to help individuals and families maintain
financial stability and reach their financial goals. Personal financial
management program provides education to all personnel upon arrival at their
first duty station. Personal financial management program education includes,
at minimum, facts about personal financial management program, checkbook
maintenance, budgeting, credit buying, state or country liability laws, and
local fraudulent business practices. The personal financial management program
also provides refresher education for all senior airmen and below upon arrival
at a new installation. Personal financial management program services are free.
Section 6E Ethics and
Conflict of Interest Prohibitions
6.25. Overview.
DoD policy requires a
single, uniform source of standards on ethical conduct and ethics guidance be
maintained within DoD. Each DoD agency will implement
and administer a comprehensive ethics program to ensure compliance.
6.26. Bribery and Graft.
DoD employees and
military members are directly or indirectly prohibited from giving, offering,
promising, demanding, seeking, receiving, accepting, or agreeing to receive
anything of value to influence any official act. They are prohibited from
influencing the commission of fraud on the U.S., inducing commitment or
omission of any act in violation of a lawful duty, or from influencing
testimony given. They are prohibited from accepting anything of value for, or
because of, any official act performed or to be performed. These prohibitions
do not apply to the payment of witness fees authorized by law or certain travel
and subsistence expenses.
6.27. Compensation from Other
Sources.
DoD employees and
military members are prohibited from receiving pay or allowance or supplements
of pay or benefits from any source other than the U.S. for the performance of official
service or duties unless specifically authorized by law. A task or job
performed outside normal work hours does not necessarily allow employees to
accept payment for performing it. If the undertaking is part of one's official
duties, pay for its performance may not be accepted from any source other than
the U.S. regardless of when it was performed.
6.28. Additional Pay or Allowance.
DoD employees and
military members may not receive additional pay or allowance for disbursement
of public money or for the performance of any other service or duty unless
specifically authorized by law. Subject to certain limitations, civilian DoD employees may hold two distinctly different federal
government positions and receive salaries for both if the duties of each are
performed. Absent specific authority, however, military members may not do so
because any arrangement by a military member for rendering services to the
federal government in another position is incompatible with the military
member's actual or potential military duties. The fact that a military member
may have leisure hours during which no official duty is performed does not
alter the result.
6.29. Commercial Dealings
Involving DoD Personnel.
On or off duty, a DoD
employee or military member shall not knowingly solicit or make solicited sales
to DoD personnel who are junior in rank, grade, or position, or to the family
members of such personnel. In the absence of coercion or intimidation, this
does not prohibit the sale or lease of a DoD employee's or military member s
noncommercial personal or real property or commercial sales solicited and made
in a retail establishment during off-duty employment. This prohibition includes
the solicited sale of insurance, stocks, mutual funds, real estate, cosmetics,
household supplies, vitamins, and other goods or services. Solicited sales by
the spouse or other household member of a senior-ranking person to a junior
person are not specifically prohibited but may give the appearance that the DoD employee or military member is using public office for
personal gain. If in doubt, consult an ethics counselor. Several related
prohibitions in this area include:
6.29.1. Engaging in off-duty employment or
outside activities that detract from readiness or pose a security risk, as
determined by the employee's or member's commander or
supervisor.
6.29.2. Engaging in outside employment or
activities that conflict with official duties.
6.29.3. Receiving honoraria for performing
official duties or for speaking, teaching, or writing that relates to one's
official duties.
6.29.4. Misusing an official position, such as
improper endorsements or improper use of nonpublic information.
6.29.5. Certain post-government service
employment. See DoD 5500.07-R, Chapter 9, for specific
guidance.
6.30. Gifts from Foreign
Governments.
AFI 51-901, Gifts from
Foreign Governments, requires all Air Force military and civilian
personnel, and their dependents, to report gifts from foreign governments if
the gift, or combination of gifts, at one presentation exceeds a U.S. retail
value of $375. Gifts in excess of this minimal value may be accepted on behalf
of the Air Force and a request for disposition instructions should be forwarded
to SAF/AA within 60 days of receiving the gift. This requirement includes gifts
that recipients want to keep for official use or display. The U.S. Attorney
General may bring a civil action in any court of the U.S. against any person
who knowingly solicits or accepts a gift from a foreign government that is not
approved by Congress, or who fails to deposit or report such a gift, as
required by AFI 51-901. Failure to report gifts valued in excess of $375 could
result in a penalty not to exceed the retail value of the gift plus $5,000. Note: The limit on gifts from foreign governments is set by
Congress and changes periodically. Be sure to confirm the most current limit
with your ethics counselor when considering foreign gift issues.
6.31. Contributions or Presents to
Superiors:
6.31.1. On an occasional basis, including any
occasion when gifts are traditionally given or exchanged, the following may be
given to an official supervisor by a subordinate or other
employees receiving less pay:
6.31.1.1. Items, other than cash, with an
aggregate market value of $10 or less.
6.31.1.2. Items such as food and refreshments
to be shared in the office among several employees.
6.31.1.3. Personal hospitality provided at a
residence and items given in connection with personal hospitality, which is of
a type and value customarily provided by the employee to personal friends.
6.31.2. A gift appropriate to the occasion may
be given to recognize special, infrequent occasions of personal significance,
such as marriage, illness, or the birth or adoption of a child. Contributions
or presents are also permissible upon occasions that terminate a
subordinate-official supervisor relationship, such as retirement, separation,
or reassignment. Regardless of the number of employees contributing, the market
value of the gift cannot exceed $300. Even though contributions are voluntary,
the maximum contribution one DoD employee may solicit
from another cannot exceed $10.
6.32. Federal Government Resources.
Federal government resources, including
personnel, equipment, and property, will be used by DoD
employees and military members for official purposes only. Agencies may,
however, permit employees or military members to make limited personal use of
resources other than personnel, such as a computer, calculators, libraries,
etc., if the use:
6.32.1. Does not adversely affect the
performance of official duties by the employee, military member, or other DoD personnel.
6.32.2. Is of reasonable duration and frequency
and is made during the employee's or military member s personal time, such as
after duty hours or during lunch periods.
6.32.3. Serves a legitimate public interest,
such as supporting local charities or volunteer services to the community.
6.32.4. Does not reflect adversely on the DoD.
6.32.5. Creates no significant additional cost
to the DoD or government agency.
6.33. Communication Systems.
Federal Government communication systems and
equipment including telephones, fax machines, electronic mail, and Internet
systems will be used for official use and authorized purposes only. Official
use includes emergency communications and, when approved by commanders in the
interest of morale and welfare, may include communications by DoD personnel deployed for extended periods on official DoD
business. Authorized purposes include brief communication while traveling on
government business to notify family members of official transportation or
schedule changes. Also authorized are personal communications from the DoD
employee's or military member's usual workplace that are most reasonably made
while at the workplace, such as checking in with spouse or minor children;
scheduling doctor, auto, or home repair appointments; brief Internet searches;
and emailing directions to visiting relatives, when the agency designee
permits. However, many restrictions do apply. Consult DoD
5500.07-R for additional guidance; then consult the
organizational point of contact.
6.34. Gambling, Betting, and
Lotteries.
While on federally owned or leased property or
while on duty, a DoD employee or military member will
not participate in any gambling activity except:
6.34.1. Activities by organizations composed
primarily of DoD personnel or their dependents for the
benefit of welfare funds for their own members or for the benefit of other DoD
personnel or their dependents, subject to local law and DoD 5500.07-R.
6.34.2. Private wagers among DoD
personnel if based on a personal relationship and transacted entirely within
assigned government living quarters and subject to local laws.
6.34.3. Lotteries authorized by any state from
licensed vendors.
Section 6F Political
Activities
6.35. Overview.
It is Air Force policy to encourage Regular Air
Force members to carry out their rights and responsibilities of U.S.
citizenship. While on Regular Air Force members are prohibited from engaging in
certain political activities in order to maintain good order and discipline and
to avoid conflicts of interest and the appearance of improper endorsement in
political matters. For more guidance, see DoDD 1344.10, Political Activities by Members of the Armed Forces, and AFI
51-902, Political Activities by Members of the U.S. Air Force.
6.36. Rights.
In general, a member on Regular Air Force may
register to vote, vote, and express his or her personal opinion on political
candidates and issues, but not as a representative of the Armed Forces. Members
may make monetary contributions to a political party, organization or committee
that favors a political candidate or slate of candidates. They may attend
partisan and nonpartisan political meetings or rallies as spectators when not
in uniform.
6.37. Prohibitions.
A member on Regular Air Force will not use his
or her official authority or influence to interfere with an election, affect
the course or outcome of an election, solicit votes for a particular candidate
or issue, or require or solicit political contributions from others. A member
cannot participate in partisan political management, campaigns, or conventions.
Members who engage in any of the prohibited activities listed in paragraph 4.1
of AFI 51-902, are subject to prosecution under Article 92, UCMJ, in addition
to any other applicable provision of the UCMJ or Federal law. A member may not
be a candidate for, or hold, civil office except as outlined in paragraph
6.37.1.
6.37.1. Candidacy for Elected
Office.
A member may not campaign as a nominee or as a
candidate for nomination. However, enlisted members may seek and hold
nonpartisan civil office, such as a notary public or school board member,
neighborhood planning commission, or similar local agency, as long as such
office is held in a private capacity and does not interfere with the
performance of military duties. There are also specific exceptions to the
prohibition on holding elected office that permit reservists in certain elected
or appointed civil offices in federal, state, and local government to remain in
office when called to Regular Air Force for no more than 270 days.
6.37.2. Additional Specific
Prohibitions.
A member may not:
6.37.2.1. Allow, or cause to be published, partisan
political articles signed or authorized by the member for soliciting votes for
or against a partisan political party or candidate.
6.37.2.2. Serve in any official capacity or be
listed as a sponsor of a partisan political club.
6.37.2.3. Speak before a partisan political
gathering of any kind for promoting a partisan political party or candidate.
6.37.2.4. Conduct a political opinion survey
under the auspices of a partisan political group or distribute partisan
political literature.
6.37.2.5. Perform clerical or other duties for
a partisan political committee during a campaign or on Election Day.
6.37.2.6. March or ride in a partisan political
parade.
6.37.2.7. Use contemptuous words against the
officeholders described in Title 10, U.S. Code, Section 888, Contempt
Toward Officials (officers only).
6.37.2.8. Display a large political sign,
banner, or poster (as distinguished from a bumper sticker) on a private vehicle.
6.37.2.9. Display a political sign, banner or
poster on the outside of a residence in government (including privatized)
housing.
6.37.2.10. For additional prohibitions refer to
AFI 51-902, paragraph 4.1.
6.38. Voting.
The DoD Federal Voting Assistance Program is
responsible for administering the Uniformed and Overseas Citizens Absentee Voting
Act. Specifically, the DoD Federal Voting Assistance Program mission is to
inform and educate U.S. citizens worldwide of their right to vote; foster
voting participation; and protect the integrity of and enhance the electoral
process at the Federal, state, and local levels. The Uniformed and Overseas
Citizens Absentee Voting Act requires that states and territories allow certain
groups of citizens, including military members on Regular Air Force and their
families, to register and vote absentee in elections for federal offices. In
many states, laws exist that allow military members and their families to vote
absentee in state and local elections. The Uniformed and Overseas Citizens
Absentee Voting Act requires each federal department and agency with personnel
covered by the act to have a voting assistance program. Critical to the success
of this program are the voting assistance officers. These individuals, military
and civilian, are responsible for providing accurate nonpartisan voting
information and assistance to all of the citizens they are appointed to help.
They aid in ensuring citizens understand their voting rights, to include
providing procedures on how to vote absentee.
6.38.1. The DoD
Federal Voting Assistance Program is responsible for administering the
Uniformed and Overseas Citizens Absentee Voting Act and the Military and
Overseas Voter Empowerment Act. Enacted in 1986, Uniformed and Overseas
Citizens Absentee Voting Act protects the right of service members to vote in
federal elections regardless of where they are stationed. This law requires
that states and territories allow members of the U.S. Uniformed Services and
merchant marine, their family members and U.S. citizens residing outside the
United States to register and vote absentee in elections for federal
offices. In many states, laws exist that allow military members and their
families to vote absentee in state and local elections. Uniformed and Overseas
Citizens Absentee Voting Act was expanded significantly in 2009, when Congress
passed the Military and Overseas Voter Empowerment Act to provide greater
protections for service members, their families and other overseas citizens.
Among other provisions, the Military and Overseas Voter Empowerment Act
requires states to transmit validly-requested absentee ballots to Uniformed and
Overseas Citizens Absentee Voting Act voters no later than 45 days before a
federal election, when the request has been received by that date, except where
the state has been granted an undue hardship waiver approved by the Department
of Defense for that election.
6.38.2. The DoD
Federal Voting Assistance Program mission is to inform and educate U.S.
citizens worldwide of their right to vote; foster voting participation; and
protect the integrity of and enhance the electoral process at the Federal,
state, and local levels. Uniformed and Overseas Citizens Absentee Voting Act
requires each federal department and agency with personnel covered by the act
to have a voting assistance program. Critical to the success of this program
are the voting assistance officers. These individuals, military and civilian,
are responsible for providing accurate nonpartisan voting information and
assistance to all of the citizens they are appointed to help. They aid in
ensuring citizens understand their voting rights, to include providing
procedures on how to vote absentee. More information about the Air Force
program can be found in AFI 36-3107, Voting Assistance
Program.
6.39. Dissident and Protest
Activities.
Air Force commanders have the inherent
authority and responsibility to take action to ensure the mission is performed
and to maintain good order and discipline. This authority and responsibility
includes placing lawful restriction on dissident and protest activities. Air
Force commanders must preserve the service member's right of expression to the
maximum extent possible, consistent with good order, discipline, and national
security. To properly balance these interests, commanders must exercise calm
and prudent judgment and should consult with the staff judge advocate. For more
detail, review AFI 51-903, Dissident and Protest Activities.
6.39.1. Possessing or
Distributing Printed Materials.
Air Force members may not distribute or post
any printed or written material other than publications of an official
government agency or base-related activity within any Air Force installation
without permission of the installation commander or that commander's designee.
Members who violate this prohibition are subject to disciplinary action under Article
92 of the Uniform Code of Military Justice.
6.39.2. Writing for
Publications.
Air Force members may not write for unofficial
publications, including blogs and other electronic social media journalistic
forums during duty hours. While unofficial publication, such as an underground
newspaper, are not prohibited, they may not be produced using government or
non-appropriated fund property or supplies on or offduty. Any publication
that contains language, the utterance of which is punishable by the Uniform
Code of Military Justice or other federal laws, may subject a person involved
in its printing, publishing, or distribution to prosecution or other
disciplinary action.
6.39.3. Off-Limits Action.
Action may be initiated under AFJI 31-213, Armed Forces Disciplinary Control Boards and Off-Installation Liaison
and Operations, to make certain establishments off limits. An
establishment runs the risk of being off limits if its activities include
counseling service members to refuse to perform their duties or to desert, or
when involved in acts with a significant adverse effect on health, welfare, or
morale of military members.
6.39.4. Prohibited Activities.
Military personnel must reject participation in
organizations that espouse supremacist causes; attempt to create illegal
discrimination based on race, color, gender, religion, national origin, or
ethnic group; advocate the use of force or violence; otherwise engage in the
effort to deprive individuals of their civil rights; or knowingly wear gang
colors, clothes, tattoos, or body markings. Active participation, such as
publicly demonstrating or rallying, fundraising, recruiting and training
members, organizing or leading such organizations, or otherwise engaging in
activities the commander finds to be detrimental to good order, discipline, or
mission accomplishment, is incompatible with military service and prohibited.
Members who violate this prohibition are subject to disciplinary action under
Article 92 of the Uniform Code of Military Justice.
6.39.5. Demonstrations and
Similar Activities.
Demonstrations or other activities within an
Air Force installation that could result in interfering with or preventing the
orderly accomplishment of a mission of the installation or which present a
clear danger to loyalty, discipline, or morale of members of the Armed Forces
are prohibited and are punishable under Article 92 of the Uniform Code of
Military Justice. Air Force members are prohibited from participating in
demonstrations when they are on duty, in a foreign country, in uniform,
involved in activities that constitute a breach of law and order, or when
violence is likely to result.
6.40. Public Statements.
When making public statements, AFI 35-101, Public Affairs Responsibilities and Management, governs
members. Each Air Force member has a personal
responsibility for the success of the Air Force Public Affairs Program. As
representatives of the service in both official and unofficial contact with the
public, members have many opportunities to contribute to positive public
opinions toward the Air Force. Therefore, each person must strive to make
contacts show the highest standards of conduct and reflect the Air Force core
values.
6.40.1. Do.
Specifically, each Air Force member is
responsible for obtaining the necessary review and clearance, starting with
public affairs, before releasing any proposed statement, text, or imagery to
the public. This includes digital products being loaded on an unrestricted Web
site. Members must ensure the information revealed, whether official or
unofficial, is appropriate for release according to classification requirements
in DoDI 5200.01, Department of Defense Information
Security Program and Protection of Sensitive Compartmented Information, and AFPD 31-4, Information Security.
6.40.2. Don t.
Air Force members must not use their Air Force
association, official title, or position to promote, endorse, or benefit any
profit-making agency. This does not prohibit members from assuming character or
modeling roles in commercial advertisement during their nonduty hours; however,
they cannot wear their uniform or allow their Air Force title or position to be
affixed to the advertisement in any manner or imply Air Force endorsement of
the product or service being promoted. Additionally, they must not make any
commitment to provide official Air Force information to any non-DoD member or
agency, including news media, before obtaining approval through command or
public affairs channels.
6.41. Conclusion.
This chapter explained Air Force standards of
conduct. Airmen must learn these standards well enough to be able to clearly
explain them to subordinates, observe these standards, and always enforce their
observation by other members. Used in concert with information presented in
Chapters 5 and 19, this information covered essential issues vital to good
order and discipline and mission effectiveness.
Chapter 7
ENFORCING STANDARDS AND LEGAL
ISSUES Section 7A Overview
7.1. Introduction.
Air Force commanders at all levels are required
to continuously evaluate force readiness and
organizational economy, efficiency and effectiveness. The inspection system
provides the commander with a credible, independent assessment process to
measure the capabilities of assigned forces. Supervisors at all levels play an
integral part in this process through continual assessment of personnel,
programs and the areas of responsibilities they supervise. Furthermore, when
systematic, programmatic or procedural weaknesses are suspected, or to further
ensure resources are used effectively and efficiently, Airmen at all levels may
visit the Inspector General to report these areas as well as potential fraud,
waste or abuse cases. This chapter provides information on the Air Force
Inspection System, the Inspector General Complaints Program, and individual
standards and punitive actions. All four areas are necessary to enable the Air
Force to fulfill our national security obligations efficiently and effectively.
Section 7B Air Force
Inspection System
7.2. Purpose.
The Inspectors General mission is defined in
headquarters Air Force mission directive 1-20, The Inspector
General, and AFPD 90-2, Inspector General The Inspection System. The overall purpose of the Air
Force inspection system is to enable and strengthen commanders' effectiveness
and efficiency, motivate and promote military discipline, improve unit
performance and management excellence up and down the chain of command, in
units and staffs, as well as identify issues interfering with effectiveness,
efficiency, compliance, discipline, readiness, performance, surety and
management excellence. The Inspectors General reports on readiness, economy,
efficiency, and state of discipline of Air Force organizations to the Secretary
of the Air Force and the Chief of Staff of the Air Force.
7.3. Philosophy.
Inspection is an inherent function of command
exercised at every level to evaluate readiness, economy, efficiency and state
of discipline. Inspection preparation, if not directly aligned with mission
readiness, is inherently wasteful. Units will be inspection ready when
commander's focus on mission readiness and on building a culture of disciplined
compliance in which every Airmen does their job right the first time even when
no one's looking. The intent of the Inspector General is to continuously
improve the Air Force inspection system so there is an ever-shrinking
difference both real and perceived between mission readiness and inspection
readiness. Each major command commander and Wing commander will appoint an
Inspector General who will establish an inspection program consistent with
major command mission requirements to inspect unit effectiveness, surety and
other inspection program elements. Major Command Inspectors General establish
inspection programs consistent with command mission requirements and in
accordance with this instruction to assess unit readiness, economy, efficiency,
and state of discipline.
7.4. Inspection Types:
7.4.1. Commander s Inspection
Program. A validated and trusted commander's inspection program is the
cornerstone of the Air Force inspection system. The Wing Inspector General is
responsible to validate and verify self-assessment programs and independently
assess the performance of organizations below the Wing level. The commander's
inspection program should give the Wing Commander, subordinate commanders and
wing Airmen the right information at the right time to assess risk, identify
areas of improvement, determine root cause and precisely focus limited
resources; all aligned with the commander's priorities and on the commander's
timeline. The commander's inspection program also facilitates requests for
targeted assistance from the major command commander and staff when and where
needed. The commander's inspection program produces two key components: (1) the
self-assessment program; and (2) the Wing s Inspection Program executed under
the authority of the Wing Inspector General to validate and verify commander
self-assessments are accurate and timely, and independently assess
effectiveness of subordinate units and programs. These components provide
critical data to leadership about the adequacy of policy, training, manpower,
funds, equipment, and facilities.
7.4.2. Unit Effectiveness
Inspection. The unit effectiveness inspection integrates elements of
compliance and readiness using specific Inspector General Inspection elements
to assess the effectiveness of a unit. Conducted by Major Command Inspectors
General and the Air Force Inspection Agency on Wings and Wing-equivalents, the
unit effectiveness inspection is a continual evaluation of performance
throughout the inspection period. This is a photo album versus a snapshot. The
unit effectiveness inspection inspects the following four Major Graded Areas:
Managing Resources, Leading People, Improving the Unit, and Executing the
Mission. The unit effectiveness inspection validates and verifies a wing
commander's inspection program for accuracy and adequacy, and provides an
independent assessment of the Wing's resource management, leadership, process
improvement efforts and ability to execute the mission. A unit effectiveness
inspection is a multi-year, continual inspection of the unit s effectiveness,
and is intended to help the wing commander understand the areas of greatest
risk from undetected non-compliance. The next inspection period begins
immediately following the Unit Effectiveness Inspection Capstone event.
7.4.3. Nuclear Surety
Inspection. Nuclear Surety Inspections are an integral part of the Air
Force Inspection System and are considered a snapshot within a wing s Unit
Effectiveness Inspection cycle. Major Command Inspector General's use
performance and compliance-based inspections to evaluate a unit's ability to
manage nuclear resources while complying with all nuclear surety standards. Additionally,
during a Nuclear Surety Inspection a unit's capability to safely and reliably
receive, store, secure, assemble, transport, maintain, load, mate, lock/unlock,
test, render safe and employ nuclear weapons is evaluated.
7.5. Inspection Elements:
7.5.1. Self-Assessment
Program. Led by unit commanders in accordance with Title 10, United
States Code, Section 8583, the self-assessment program provides commanders with
a means for internal assessment of a Wing's overall health and complements
external assessments. The primary purpose of the self-assessment program for
the commander is to accurately identify and report issues to the command chain.
Self-Assessment programs may include a wide variety of internal assessments or
evaluations. At a minimum, Commanders must utilize Management Internal Control
Toolset and applicable self-assessment communicators. Commanders are encouraged
to include additional measures as directed by superior Commanders, functional
directives, or proven lessons and experience.
7.5.2. Management Internal
Control Toolset. Management Internal Control Toolset is an Air Force
program of record used to facilitate self-assessments and communicate
compliance, risk and program health. Management Internal Control Toolset
provides the supervisor and command chain, from Squadron Commander to Secretary
of the Air Force, tiered visibility into user-selected compliance reports and
program status. Management Internal Control Toolset also allows functional area
managers the ability to virtually monitor unit performance and status.
Additionally, Management Internal Control Toolset can assist Inspectors General
by informing the risk-based sampling strategy and formulating specific
inspection methodology and Inspector General Team composition for the commander's
inspection program and on-site unit effectiveness inspection events.
7.5.3. Self-Assessment
Communicator. A Self-Assessment Communicator is a two-way
communication tool designed to improve compliance with published guidance and
communicate risk and program health up and down the chain of command in near
real-time. Compliance with a self-assessment communicator does not relieve
individual Airmen from complying with all statutory and regulatory requirements
in Air Force instructions and directives at the local, state or federal level.
As a self-assessment tool, Self-Assessment Communicators ask Airmen at the
shop-level to self-report compliance or non-compliance. While the responses are
assumed to be truthful and timely, self-assessment communicators are frequently
verified for accuracy and currency by wing Inspectors General and major command
Inspectors General.
7.5.4. Inspector General's
Evaluation Management System. The Inspectors General Evaluation
Management System is the official program of record for the Air Force
Inspection System. Inspectors General will use Inspectors General Evaluation
Management System to record the unit's overall rating, identify deficiencies,
track corrective action plans, and post the final inspection report.
7.6. Gatekeeper Program.
The Gatekeeper program is used to build
schedules, synchronize and align Air Force and non-Air Force inspection
requirements.
Section 7C Inspector
General Complaints Program
7.7. Program Policy and Mission
Focus.
The Air Force Inspector General Complaints
program is a leadership tool that indicates where command involvement is needed
to correct systematic, programmatic, or procedural weaknesses. The program also
ensures effective and efficient use of resources; resolves problems affecting
the Air Force mission promptly and objectively; creates an atmosphere of trust
in which issues can be objectively and fully resolved without retaliation or
fear of reprisal; and assists commanders in instilling confidence in Air Force
leadership. The primary charge of the Inspector General is to sustain a
credible Air Force Inspector General system by ensuring the existence of
responsive complaint investigations, and fraud, waste, and abuse programs
characterized by objectivity, integrity, and impartiality. Only the Inspector
General may investigate allegations of reprisal and restriction under the
Military Whistleblower's Protection Act. The Inspector General ensures the
concerns of Regular Air Force, Reserve, and Guard members; civilian employees;
family members; retirees; and the best interests of the Air Force are addressed
through objective fact-finding.
7.8. Installation Inspector
General Program.
The concept of separate, full-time installation
Inspectors General was implemented to remove any perceived conflict of
interest, lack of independence, or apprehension by Air Force personnel. This
came as a result of the previous practice of assigning a chain of command and
Inspector General roles to the same official. The installation Inspector
General is organized as a staff function reporting directly to the installation
commander.
7.8.1. Inspector General
Role. Inspectors General are the eyes and ears' of the commander. They
execute the commander's inspection program, validating and verifying unit
self-assessments and providing the commander an independent assessment of unit
effectiveness: (1) they inform the commander of potential areas of concern as
reflected by trends; (2) function as the fact finder and honest broker in the
resolution of complaints; (3) educate and train commanders and members of the
base population on their rights and responsibilities in regard to the Air Force
Inspector General system; and (4) help commanders prevent, detect, and correct
fraud, waste and abuse; and mismanagement. Personal complaints and fraud,
waste, and abuse disclosures help commanders discover and correct problems that
affect the productivity and morale of assigned personnel. Resolving the
underlying cause of a complaint may prevent more severe symptoms or costly consequences,
such as reduced performance, accidents, poor quality work, poor morale, or loss
of resources. Even though allegations may not be substantiated, the evidence or
investigation findings may reveal systemic morale or other problems that impede
efficiency and mission effectiveness.
7.8.2. Investigations Not
Covered and Complaints Not Appropriate.
The following are not covered under the
Inspector General Complaint Resolution program:
7.8.2.1. Administrative inquiries or
investigations governed by other policy directives and instructions. These
inquiries and investigations include:
7.8.2.1.1. Commander-directed inquiries and
investigations.
7.8.2.1.2. Air Force Office of Special
Investigations or security forces investigations.
7.8.2.1.3. Investigations of civilian employees
who have specific appeal rights under law or labor union agreements.
7.8.2.2. Investigations under the authority of
the Uniform Code of Military Justice (UCMJ) or the Manual for
Courts-Martial, line of duty or report of survey investigations, quality
assurance in the Air Force medical service boards, Air Force mishap or safety
investigations, military equal opportunity treatment or civilian equal
employment opportunity programs, and medical incident investigations.
7.8.2.3. Matters normally addressed through
other established grievance or appeal channels unless there is evidence these
channels mishandled the matter or process. If a policy directive or instruction
provides a specific means of redress or appeal to a grievance, complainants must
exhaust these means before filing an Inspector General complaint. Complainants
must provide some relevant evidence that the process was mishandled or handled
prejudicially before an Inspector General channel will process a complaint of
mishandling. Dissatisfaction or disagreement with the outcome or findings of an
alternative grievance or appeal process is not a sufficient basis to warrant an
Inspector General investigation. Note: AFI
90-301, Inspector General Complaints Resolution, Table
3.6, assists Inspectors General in determining if a complaint belongs in other
channels.
7.8.3. Filing an Inspector
General Complaint.
Air Force military members and civilian
employees have a duty to promptly report fraud, waste and abuse or gross
mismanagement; a violation of law, policy, procedures, or regulations; an
injustice; abuse of authority, inappropriate conduct, or misconduct; and a
deficiency or like condition to an appropriate supervisor or commander, to an
Inspector General or other appropriate inspector, or through an established
grievance channel. Complainants should attempt to resolve the issues at the
lowest possible level using command channels before addressing them to a higher
level or the Inspector General. The immediate supervisory command chain can
often resolve complaints more quickly and effectively than a higher level not
familiar with the situation. Use the Inspector General system when referral to
the chain of command is futile, and there is fear of reprisal.
7.8.4. Procedures for Filing
a Complaint.
Table 7.1 outlines the procedures for filing an
Inspector General complaint. Complainants complete an Air Force Form 102, Inspector General Personal and Fraud, Waste and Abuse Complaint
Registration, briefly outlining the facts and
relevant background information related to the issue or complaint. AFI 90-301 outlines the procedures. Complainants may also file
anonymously through an Air Force fraud, waste, and abuse hotline, the Defense
hotline, or directly with an Inspector General.
Table 7.1. How to File an
Inspector General Complaint.
|
Step |
Action |
|
1 |
If unable to resolve the complaint in supervisory channels, review AFI 90-301, Table 3.6, to determine if the complaint should be filed with the Inspector General. Complainants should file a complaint if they reasonably believe inappropriate conduct has occurred or a violation of law, policy, procedure, instruction, or regulation has been committed. |
|
2 |
Complete the personal data information on Air Force Form 102 (typed or printed legibly), the preferred format for submitting complaints, so it may easily be reproduced. |
|
3 |
Briefly outline the facts and relevant background information related to the issue or complaint on Air Force Form 102 in chronological order. The complainant should include witnesses who can corroborate the allegations or provide additional evidence relevant to the issues. The complainant is responsible for describing what each recommended witness can provide regarding the issues and/or allegations. |
|
4 |
List the allegations of wrongdoing briefly,
in general terms, and provide supporting narrative detail including
chronology and documents later when interviewed. Allegations should be
written as bullets and should answer: 1. When did the issue occur? 2. Where did the issue occur? 3. Who took the action in question 1 (e.g., Major John A. Smith,
XXSQ/CC)? 4. What did the person (or people) in question 3 do (e.g., gave a
letter of reprimand, wasted resources)? 5. To whom did the action in question 4 happen (e.g., complainant,
Staff Sergeant Smith, etc)? 6. What law, regulation or policy was violated (e.g., AFI 36-2803,
Title 10, United States Code., etc)? 7. What remedy is being sought? |
|
5 |
If more than one year has elapsed since
learning of the alleged wrong, the complainant should also include: 1. The date the complainant first became aware of the conduct. 2. How the complainant become aware of the conduct. 3. Why the complainant delay filing the complaint. |
|
6 |
Submit the completed Air Force Form 102 to any Air Force Inspector General and set up a follow-on meeting to discuss the complaint. |
|
7 |
If the Inspector General is named in the complaint, contact the next higher-level Inspector General. |
7.8.5. Complainants' Rights.
Complainants have the right to:
7.8.5.1. File an Inspector General complaint at
any level without notifying or following the chain of command.
7.8.5.2. File a complaint with an Inspector
General without fear of reprisal.
7.8.5.3. Request withdrawal of their complaint
in writing; however, Inspectors General may still look into the allegations at
their discretion.
7.8.5.4. Request the next higher level
Inspector General review their case within 90 days of receiving a final
Inspector General response. Must give specific reasons as to why the
complainant believes the original investigation was not valid or adequate;
simply disagreeing with the findings is not sufficient for an additional
Inspector General review.
7.8.5.5. Submit complaints anonymously.
7.8.5.6. Submit a complaint on behalf of
another individual or even when not the wronged party.
7.8.5.7. Request whistleblower protection after
making or planning to make a protected communication.
7.8.5.7.1. Reprisal occurs when a responsible
management official takes (or threatens to take) an
unfavorable personnel action; or withholds (or threatens to withhold) a
favorable personnel action, to retaliate against a member of the armed forces
who made, or prepared to make, a protected communication. Any lawful
communication, regardless of the subject, to an Inspector General or Congress,
is considered protected. Additionally, this type of communication is protected
when a member who reasonably believes he/she has evidence of a violation of law
or regulation (regardless of whether he/she is the
victim), discloses this to an authorized recipient in the form of a lawful
communication.
7.8.5.7.2. Title 10, United States Code,
Section 1034, Protected Communications; Prohibition of
Retaliatory Personnel Actions, also states that a military member may not
be restricted or prohibited from making a lawful
communication to the Inspector General or a member of Congress (for example,
making a protected communication). Restriction can result from either private
or public statements that may reasonably discourage Air
Force members from contacting the Inspector
General or a member of Congress. For example, a first sergeant who
directs a member to
stay within his chain of command because the member told his supervisor he was
going to complain to his Congressman about an upcoming deployment has probably
restricted.
7.8.5.7.3. The Department of Defense Inspector
General provides a quarterly report to Congress detailing the Services'
Inspector General allegations of reprisal, and
restricted (if substantiated, amounts to a violation of Federal law). In the
Air Force, most allegations in these areas are against First Sergeants and
senior enlisted personnel.
7.8.6. Complainants'
Responsibilities.
Complainants must file within one year of
learning of the alleged wrong. Inspector General complaints not reported within
one year may seriously impede the gathering of evidence and testimony. The
Inspector General may dismiss a complaint if, given the nature of the alleged
wrong and the passage of time, there is reasonable probability that
insufficient information can be gathered to make a determination, or no special
Air Force interests exist to justify investigating the matter. Complainants
must cooperate with investigators by providing factual and relevant information
regarding the issues. Complainants must understand that they are submitting
official statements; therefore, they remain subject to punitive action for
knowingly making false statements and submitting other unlawful communications.
7.8.7. Confidentiality Policy.
The Inspector General makes every effort to
protect the identity of complainants from anyone outside Inspector General channels. Inspectors General may release the name of a
complainant only on an official need-to-know basis.
Investigating officers do not divulge a
complainant's name to a subject or witness or permit them to read the complaint
without the Inspectors General or appointing authority s written permission.
Section 7D Individual
Standards
7.9. Enforcing Individual
Standards.
Commanders, supervisors, and other persons in
authority can issue administrative counseling, admonitions, and reprimands.
These actions are intended to improve, correct, and instruct subordinates who
depart from standards of performance, conduct, bearing, and integrity, on or
off duty, and whose actions degrade the individual and unit's mission. Written
administrative counseling, admonitions, and reprimands are subject to the rules
of access, protection, and disclosure outlined in the Privacy Act of 1974. The
same rules apply to copies kept by supervisors and commanders and those filed
in an individual's unfavorable information file or the unit's personnel
information file. Raters must consider making comments on performance reports
when the ratee receives any of these adverse actions. The following paragraphs
discuss actions a commander may take to correct an individual's behavior
without resorting to punishment under the UCMJ.
7.10. Administrative Counseling,
Admonitions, and Reprimands.
Administrative counseling, admonitions, and
reprimands are quality force management tools available to supervisors,
superiors, and commanders. These tools are corrective in nature, not punitive.
When properly used, they help maintain established Air Force standards and
enhance mission accomplishment. When a member departs from standards, there are
many factors to consider in determining what action, if any, is appropriate.
7.10.1. AFI 36-2907,
Unfavorable Information File (UIF) Program.
7.10.1.1. Chapter 4 contains guidance on
administrative counseling, admonitions, and reprimands. The decision to issue a
letter of counseling, admonition, or reprimand should be based primarily on two
factors.
7.10.1.1.1. First is the nature of the incident.
Administrative counseling, admonitions, and reprimands may be administered for
any departure from Air Force standards. Unlike nonjudicial punishment under
Article 15 of the UCMJ, they are NOT limited to offenses punishable by the
UCMJ. (These disciplinary measures may also be issued to Reserve members who
commit an offense while in civilian (non-Title 10) status.) The seriousness of
the departure should be considered before deciding what type of action is
appropriate to take.
7.10.1.1.2. Second is the previous disciplinary
record of the member. Counseling, admonitions, and reprimands should be used as
part of a graduated pattern of discipline in response to repeated departures
from standards. In other words, each time a service member departs from standards,
the response should usually be more severe.
7.10.1.2. Standard of Proof.
While no specific standard of proof applies to administrative action
proceedings, commanders should utilize the preponderance of the evidence
standard when evaluating the evidence and every element of the offenses
committed. A preponderance of the evidence means simply the greater weight of
credible evidence. Whether such proof is available should be considered before
initiating the administrative action. If such proof is lacking, administrative
action is susceptible to being found to be legally unsupportable and, as a
result, could be set aside. There is no requirement to prove any allegation
beyond a reasonable doubt.
7.10.2. Letter of Counseling
and Air Force IMT 174, Record of Individual Counseling.
A letter of counseling is the lowest level of
administrative action. Counseling helps people develop good judgment, assume
responsibility, and face and solve their problems. Counselors help subordinates
develop skills, attitudes, and behaviors consistent with maintaining the Air
Force readiness. First-line supervisors, first sergeants, and commanders
routinely counsel individuals verbally or in writing, giving advice and
reassuring subordinates about specific situations. A verbal counseling may be
recorded on a record of individual counseling.
7.10.3. Letter of
Admonishment.
An admonishment is more severe than a letter of
counseling or a record of individual counseling. Use an admonishment to
document an infraction serious enough to warrant a letter of admonishment. Do
not use it when a reprimand is more appropriate.
7.10.4. Letter of Reprimand.
A reprimand is more severe than a letter of
counseling or letter of admonishment and indicates a stronger degree of
official censure. Commanders may elect to file a letter of reprimand in a UIF
for enlisted personnel.
7.10.5. Issuing the Letter of
Counseling, Record of Individual Counseling, Letter of Admonishments, or Letter
of Reprimands.
Counseling, admonitions, and reprimands may be
either verbal or written. The counseling, admonition, or reprimand should be in
writing because the corrective action is more meaningful to the member and the
infraction is documented. Letter of counseling, letter of admonishments and
letter of reprimands should be typed on letterhead and must comply with the
requirements listed below. Failure to follow the requirements for drafting and
maintaining these documents could limit the use of the documents in a
subsequent proceeding. Failing to include the second endorsement noting the
consideration of a response, for example, will likely render a letter of
reprimand inadmissible in a later court-martial or discharge proceeding.
7.10.6. Written letter of counseling, letter of
admonishments and letter of reprimands must state the following:
7.10.6.1. What the member did or failed to do,
citing specific incidents and their dates.
7.10.6.2. What improvement is expected.
7.10.6.3. That further deviation may result in
more severe action.
7.10.6.4. That the individual has 3 duty days
to respond and provide rebuttal matters (45 days for non-extended Regular Air
Force reservists).
7.10.6.5. That all supporting documents become
part of the record.
7.10.6.6. That the person who initiates the
letter of counseling, letter of admonishments and letter of reprimands has
three duty days to advise the individual of their decision regarding any
comments submitted by the individual.
7.11. UIF.
The UIF provides commanders with an official
and single means of filing derogatory data concerning an Air Force member's
personal conduct and duty performance. With some exceptions, the commander has
wide discretion as to what should be placed in a UIF and what should be removed.
7.11.1. Mandatory
Documents. (See AFI 36-2907, Table 2.2 for additional guidance
relating to mandatory UIFs) The commander must place the following documents in a UIF:
7.11.1.1. Suspended or unsuspended Article 15
punishment of more than 1 month (31 days or more).
7.11.1.2. Court-martial conviction.
7.11.1.3. A civilian conviction where the
penalty or actions equivalent to a finding of guilty of an offense which
resulted in confinement of 1 year or more or could have resulted in a penalty
of confinement for more than one year or death.
7.11.1.4. Control roster actions (see paragraph
7.12).
7.11.2. Optional Documents.
The commander may place the following
documents, among others, into a UIF for up to one year:
7.11.2.1. Article 15 when punishment is not
suspended or does not exceed one month.
7.11.2.2. A record of conviction by a civilian
court or an action equivalent to a finding of guilty for an offense where the
maximum confinement penalty authorized for the offense is one year or less.
7.11.2.3. Written letters of reprimand,
admonition, or counseling.
7.11.2.4. Confirmed incidents involving
discrimination or sexual harassment of personnel.
7.11.3. Initiating and
Controlling UIFs.
Commanders at all levels; vice commanders,
staff directors, and directors at major commands, field operating agencies, and
direct reporting units; and the senior Air Force officer assigned to a joint
command have the authority to establish, remove, or destroy UIFs. Commanders
refer optional documents (letters of admonishment, letters of counseling, and
letters of reprimand) to the offending member along with an Air Force IMT 1058, Unfavorable Information File Action, before establishing a UIF. Note: Mandatory items, such as Articles 15 with punishment
exceeding 1 month and court-martial or civilian court convictions, are not
referred via Air Force IMT 1058. The individual has 3 duty days to acknowledge
the intended actions and provide pertinent information before the commander
makes the final decision on placing optional documents in the UIF. The
commander advises the individual of his or her final decision; and, if the
commander decides to file the information in a UIF, the individual's response
is also filed.
7.11.4. Accessing and
Reviewing UIFs: 7.11.4.1. In the course of their Air Force duties, the following individuals
are authorized access to a member s UIF: the member, commander, first sergeant,
enlisted performance report reporting and rating officials, force support
squadron personnel, Inspector General, inspection team, legal office personnel,
military equal opportunity personnel, law enforcement personnel and substance
abuse counselors authorized by the commander to review the document in the
course of their official Air Force duties.
7.11.4.2. All UIFs require periodic review to
ensure continued maintenance of documents in the UIF is proper. The unit
commander must review all UIFs within 90 days of assuming or being appointed to
command. UIFs are also reviewed when individuals are considered for promotion,
reenlistment, permanent change of station, permanent change of assignment, and
voluntary or mandatory reclassification or retraining. UIFs are also reviewed
annually, with the assistance of the staff judge advocate.
7.11.5. Removing UIFs or
Documents within UIFs.
Commanders keep the UIF and documents for the
disposition period unless early removal is clearly warranted. AFI 36-2907, Unfavorable Information File (UIF) Program, contains
additional guidance on disposition dates.
Commanders initiate removal action via Air
Force IMT 1058, and the individual acknowledges the action.
7.12. Control Roster.
The control roster is a rehabilitative tool
commanders may use to establish a 6-month observation period for individuals
whose duty performance is substandard or who fail to meet or maintain Air Force
standards of conduct, bearing, and integrity, on or off duty. A single incident
of substandard performance or an isolated breach of standards, not likely to be
repeated, should not ordinarily be a basis for a control roster action.
Commanders should consider prior incidents, acts, failures, counseling, and
rehabilitative efforts.
7.12.1. Use.
A commander may direct an enlisted performance
report before entering or removing an individual from the roster, or both. The
commander cannot place an individual on the roster as a substitute for more
appropriate administrative, judicial, or nonjudicial action. Being on the
roster does not shield an individual from other actions. An individual cannot
remain on the roster for more than 6 consecutive months. If a member is not
rehabilitated in this time, the commander initiates more severe action.
7.12.2. Initiating and
Maintaining the Control Roster.
Commanders place an individual on the control
roster by using Air Force IMT 1058, which puts the member on notice that
his/her performance and behavior must improve or he/she will face more severe
administrative action or punishment. The individual acknowledge receipt of the
action and has 3 duty days to respond and submit a statement on his or her
behalf before the Air Force IMT 1058 is finalized. Placement on the control
roster is a mandatory UIF entry. The 6-month time period begins the day the Air
Force IMT 1058 is finalized and ends at 2400 hours 6 months later. For example,
if placed on the roster 1 January, this action expires at 2400 on 30 June. An
individual's time does not stop and start for periods of temporary duty,
ordinary leave, or a change in immediate supervisor. The commander can remove
an enlisted member early from the control roster using Air Force IMT 1058.
7.13. Administrative Demotion of
Airmen.
The group or equivalent-level commander may
demote Master Sergeants and below. Major command, field operating agency, and
direct reporting unit commanders may demote Senior Master Sergeants and Chief
Master Sergeants.
7.13.1. Reasons for Demotion.
Common reasons for the administrative demotion
of Airmen include failure to:
7.13.1.1. Complete officer transitional
training for reasons of academic deficiency, self-elimination, or misconduct.
Trainees will be demoted to the grade they formerly held.
7.13.1.2. Maintain or attain the appropriate
grade and skill level.
7.13.1.3. Fulfill the responsibilities of a
noncommissioned officer (NCO) as prescribed in AFI 36-2618, The
Officer and Enlisted Force Structures.
7.13.1.4. Attain or maintain fitness program
standards as prescribed in AFI 36-2905, Fitness Program.
7.13.1.5. Termination of student status of
members attending temporary duty Air Force schools.
7.13.2. Demotion Procedure: 7.13.2.1. The immediate commander notifies the member
in writing of the intention to recommend demotion, citing the paragraph, the
demotion authority if other than the initiating commander, and the recommended
grade. The notification must also include the specific reasons for the demotion
and a complete summary of the supporting facts. 7.13.2.2. The commander informs
the member of their right to counsel and the right to respond within 3 duty
days.
The commander must also inform eligible members
of their right to apply for retirement in lieu of demotion. Following the
member's response, if the commander elects to continue the proceedings, the
case file is forwarded with a summary of the member s written and verbal
statements to the force support squadron for processing prior to forwarding to
the demotion authority. The member must be notified in writing of the decision
to forward the action to the demotion authority. The demotion authority obtains
a written legal review before making a decision.
7.13.3. Appeal Policy.
Airmen may appeal a demotion decision. The
appellate authority for Airmen in the grades of Airman through Master Sergeant
is the next level commander above the group commander. The appellate authority
for Airmen in the grades of Senior Master Sergeant and Chief Master Sergeant is
the Air Force Vice Chief of Staff, unless the major
command, field operating agency, or direct reporting unit commander delegated
demotion authority to a subordinate level. If delegated, the major command,
field operating agency, or direct reporting unit commander then becomes the
appellate authority for demotion appeals of Senior Master Sergeants and Chief
Master Sergeants.
7.14. Administrative Separations.
The suitability of persons to serve in the Air
Force is judged on the basis of their conduct and their ability to meet
required standards of duty performance and discipline. Separating members
failing to meet standards of performance, conduct, or discipline, promotes Air
Force readiness and strengthens our standards of military service. Commanders
and supervisors must identify enlisted members who show likelihood for early
separation and make reasonable efforts to help these members meet Air Force
standards. Members who do not show potential for further service should be
discharged. Commanders must consult the servicing staff judge advocate and
military personnel flight before initiating the involuntary separation of a
member.
7.14.1. Service
Characterization.
Airmen who do not qualify for reenlistment
receive a discharge without regard to their remaining Military Service
Obligation. The character of the member's service is honorable. The service of
members separating at their expiration of term of service, or voluntarily or
involuntarily separating for the convenience of the Government, is
characterized as honorable. The service of members administratively discharged
under AFI 36-3208, Administrative Separation of Airmen, may
be characterized as honorable, general (under honorable conditions), or under
other than honorable conditions. The service characterization depends upon the
reason for the discharge and the member's military record in the current
enlistment or period of service.
7.14.1.1. Honorable: Appropriate when the
quality of the member's service generally has met Air Force standards of
acceptable conduct and performance of duty, or a member s service is otherwise
so meritorious that any other characterization would be inappropriate.
7.14.1.2. General (under honorable conditions):
Appropriate if a member's service has been honest and faithful, but significant
negative aspects of the member's conduct or performance outweigh positive
aspects of military record.
7.14.1.3. Under Other Than Honorable
Conditions: Appropriate if based on a pattern of behavior or one or more acts
or omissions constituting a significant departure from the conduct expected of
Airmen. This characterization can be given only if the member is offered an
administrative discharge board or if a discharge is unconditionally requested
in lieu of trial by court-martial.
7.14.1.4. A commander must initiate discharge
processing or seek a waiver of the discharge if the reason for discharge is for
fraudulent or erroneous enlistment; civil court conviction for an offense for
which a punitive discharge and confinement for one year or more would be
authorized under the UCMJ; drug abuse; or sexual assault. A commander must make
a discharge or retention recommendation when a member remains in a poor fitness
category for a continuous 12-month period or receives 4 poor fitness
assessments in a 24-month period.
7.14.2. Reasons for Separation.
Airmen are entitled to separate at expiration
of term of service unless there is a specific authority for retention or they
consent to retention. Nevertheless, a separation is not automatic; members
remain in the service until separation action is initiated. Many different
reasons for separation exist. The following discussion cannot cover all of
them; its purpose is to briefly identify major reasons for separation and a
concise discussion of each:
7.14.2.1. Required Separation:
7.14.2.1.1. Airmen who will continue to serve
in another military status must separate; for example, an Airman may separate
to serve with the Air Force Reserve or Air National Guard. An Airman may also
separate to accept an appointment as a commissioned officer of the Air Force or
to accept an appointment as a warrant or commissioned officer of another branch
of service.
7.14.2.1.2. Airmen with insufficient
retainability for permanent change of station must separate.
7.14.2.2. Voluntary
Separation. Airmen may ask for early separation for the convenience of
the Government if they meet the criteria. Entering an officer training program,
pregnancy, conscientious objection, hardship, and early release to attend
school are some of the reasons for which members may be allowed to separate.
7.14.2.3. Involuntary
Separation. Physical conditions that interfere with duty performance
or assignment availability, inability to cope with parental responsibilities or
military duty, or insufficient retainability for required retraining are
reasons for involuntary discharge for the convenience of the Government.
Defective enlistment (fraudulent or erroneous) is also a basis for discharge.
Airmen are subject to discharge for cause based on such factors as
unsatisfactory performance, substance abuse, misconduct, or in the interest of
national security.
7.14.2.4. Discharge Instead
of Trial by Court-Martial. If charges have been preferred against an
Airman and if the UCMJ authorizes punitive discharge as punishment for the
offense, the Airman may request an administrative discharge instead of trial by
court-martial. There is no guarantee, however, that the Airman's request will
be granted.
Section 7E Punitive
Actions
7.15. Military Law, a Separate Judicial System.
Effective leadership is the most desirable
means of maintaining standards. Military law provides commanders the tools,
including court-martial and nonjudicial punishment, to deal with criminal
conduct. The purpose of military law is

Figure 7. 1. The Military Justice System Pillars.
to promote justice, to assist in maintaining good
order and discipline in the Armed Forces, to promote efficiency and
effectiveness in the military establishment, and to thereby strengthen the
national security of the U.S.
7.15.1. The U.S. Constitution.
The U.S. Constitution is the primary source of our
military law. The framers of the U.S. Constitution gave Congress the authority
to make rules for the military, and Congress and the President have used their
combined authority to create the military justice system currently in place
(Figure 7.1). The U.S. Constitution designates the President as Commander in
Chief of the Armed Forces and vests the power to carry out the responsibilities
of this position. Congress has the power to raise an Army and Navy, control the
military budget, and make rules for the government of the Army and Navy. This
separation of power is an important element of our military justice system.
7.15.2. UCMJ and the Manual
for Courts-Martial:
7.15.2.1. UCMJ. In
1950, Congress enacted the UCMJ, and President Harry S. Truman signed it into
law. The UCMJ became effective 31 May 1951.
7.15.2.2. The Manual for
Courts-Martial. In 1951, President Truman created the Manual for
Courts-Martial by executive order. The Manual for Courts-Martial sets out rules
for evidence, procedure, maximum punishments, and provides standardized forms.
The Manual for Courts-Martial is intended to provide military law guidance to
commanders and judge advocates and is revised annually. Furthermore, the manual
contains a wide range of materials, including the U.S. Constitution, the UCMJ
(including text and discussion of the punitive articles, as well as sample
specifications), rules for courts-martial, and military rules of evidence.
7.15.3. Legal Rights.
Members of the Armed Forces retain virtually
all the legal rights they held as civilians before entering the military,
including protection against involuntary self-incrimination and the right to
counsel.
7.15.3.1. Self-incrimination:
7.15.3.1.1. Involuntary
Self-incrimination. The Fifth Amendment to the Constitution states that no person
shall be compelled to be a witness against him or herself. Article 31, UCMJ,
and military rules of evidence 304 reflect this right and prohibit involuntary
statements from being used against an accused. A statement is involuntary when
obtained in violation of the Fifth Amendment, Article 31, or through the use of
coercion, unlawful influence, or unlawful inducement. The UCMJ requires that
prior to interrogation or any requests for a statement from a person suspected
of an offense, the person must be first told of the nature of the accusation,
advised that he or she does not have to make any statement regarding the
offense, and that any statement he or she makes may be used as evidence against
him or her in a trial by court-martial. Prior to interrogation, the suspect is
entitled to consult with counsel and to have such counsel present at the
interrogation. If counsel is requested, questioning must cease until counsel is
present.
7.15.3.1.2. Statements. Once
properly advised of his or her rights, a person may waive these rights and
choose to make a statement. Assuming this waiver is made freely, knowingly, and
intelligently, any subsequent statement can be used as evidence in a
court-martial or other judicial or administrative proceedings.
7.15.3.2. Right to Counsel:
7.15.3.2.1. The UCMJ provides an accused the
right to be represented by a military attorney before summary, special, and
general courts-martial; Article 32 preliminary hearings; and in the Article 15
process free of charge.
The area defense counsel program provides Air
Force members independent legal representation. Airmen suspected of an offense
or facing adverse administrative actions receive confidential legal advice from
an experienced judge advocate general outside the local chain of command,
avoiding conflicts of interest or command influence.
7.15.3.2.2. The area defense counsel program,
established in 1974, made the Air Force the first service to create a totally
independent defense function. Area defense counsel are assigned to the Air
Force Judiciary, which falls under the Air Force Legal Operations Agency at
Joint Base Andrews-Naval Air Facility Washington. Although located at most
major bases, the area defense counsel works for a separate chain of command and
reports only to senior defense attorneys. The area defense counsel does not
report to anyone at base level, including the wing commander and the base staff
judge advocate. This separate chain of command ensures undivided loyalty to the
client.
7.15.3.2.3. Area defense counsel work to
protect a client's individual interests and ensure the independent and zealous
representation of a client facing military justice action or other adverse
actions, thereby promoting discipline and strengthening confidence in justice.
Most area defense counsel are selected from the local base legal office, but to
ensure further independence, they are not rotated back to the base legal office
when their area defense counsel assignments are completed.
7.15.3.2.4. Before selection as an area defense
counsel, a judge advocate will be carefully screened for the proper level of
judgment, advocacy skills, and courtroom experience. Additionally, other
experienced trial advocates (senior defense counsel) travel to assist in the
defense of particularly complex courts-martial. Area defense counsel are
supported by defense paralegals, who are enlisted personnel.
7.16. Military Jurisdiction in
Action:
7.16.1. Apprehension and
Pretrial Restraint:
7.16.1.1. Apprehension. Apprehension
is the act of taking a person into custody and the equivalent of a civilian
arrest. Military law enforcement officers, military criminal investigators and
persons on guard or performing police duties are authorized to apprehend
persons subject to UCMJ jurisdiction, and arrest and temporarily detain persons
subject to the military extraterritorial jurisdiction act, when there is
probable cause that an offense has been committed and that the person committed
it. Although all commissioned, warrant, petty, and noncommissioned officers on
Regular Air Force may apprehend persons subject to UCMJ jurisdiction, absent
exigent circumstances, the apprehension of civilians should be done by law
enforcement personnel.
7.16.1.1.1. An apprehension is made by clearly
notifying the person orally or in writing that he or she is in custody. The
simple statement, You are under apprehension, is
usually sufficient to provide notice. During apprehension, such force and means
as are reasonably necessary under the circumstances to effect the apprehension
are authorized.
7.16.1.1.2. NCOs not otherwise performing law
enforcement duties may apprehend commissioned or warrant officers only on
specific orders from a commissioned officer or when such apprehension prevents
disgrace to the service or to prevent the commission of a serious offense or
escape of someone who has committed a serious offense. The immediate commander
of an apprehended person should be promptly notified.
7.16.1.2. Pretrial
Restraint. Pretrial restraint is moral or physical restraint on a
person's liberty that is imposed before and during the disposition of offenses.
Pretrial restraint may include conditions on liberty, restrictions, arrest, or
confinement. Only an officer's commander can order pretrial restraint of an
officer; this authority cannot be delegated. Any commissioned officer may order
pretrial restraint of any enlisted person. An enlisted person's commander may
also delegate such restraint authority to an NCO.
7.16.1.2.1. Conditions on
Liberty. Conditions on liberty are imposed directing a person to do or
refrain from doing specified acts; examples include orders to report
periodically to a specified official, orders to stay away from a certain place
(such as the scene of the alleged offense), and orders not to associate with
specified persons (such as the alleged victim or potential witnesses). However,
conditions on liberty must not hinder pretrial preparation.
7.16.1.2.2. Restrictions in
Lieu of Arrest. Restriction imposes restraint on a person to remain
within specified limits, but is less severe than arrest. The geographic limits
are usually broader (for example, restriction to the limits of the
installation), and the offender will perform full military duties unless
otherwise directed.
7.16.1.2.3. Arrest. In
the Armed Forces, the term arrest means the limiting of a person's liberty.
Arrest is not imposed as punishment for an offense. The notification of arrest
directs a person to remain within specified limits. Arrest is a moral
restraint; no physical restraint is exercised to prevent a person from breaking
arrest. A person in arrest is not expected to perform full military duties.
7.16.1.2.4. Confinement. Confinement
is physical restraint, such as imprisonment in a confinement facility. Individuals
are put in pretrial confinement only when lesser forms of pretrial restraint
are inadequate. When a person is ordered into confinement they have the right
to retain civilian counsel (at their own expense) or to request military
counsel be assigned (at no expense to the accused). They also have the right to
a prompt review of their status.
7.16.1.3. Use of Pretrial
Restraint. Pretrial restraint may only be ordered if there is a
reasonable belief that the person committed an offense triable by court-martial
and the circumstances require restraint. Factors to consider in ordering
pretrial restraint include whether one can foresee that the person will not
appear at trial or will engage in serious criminal misconduct while awaiting
court-martial. Pretrial restraint should not be more rigorous than the
circumstances require.
7.16.2. Search and Seizure:
7.16.2.1. The fourth amendment to the U.S.
Constitution protects against unreasonable searches and seizures. The
authorization to search must be based on probable cause and particularly
describe the place to be searched and the persons or things to be seized.
7.16.2.2. Probable cause to search exists when
there is a reasonable belief that the person, property, or evidence sought is
located in the place or on the person to be searched.
7.16.2.3. Authorization to search is the
military equivalent of a civilian search warrant. A search authorization is an
express permission, written or oral, issued by a competent military authority
to search a person or an area for specified property or evidence or to search
for a specific person and to seize such property, evidence, or person.
7.16.2.4. Commanders, as well as military
judges, installation commanders, and magistrates, are authorized to direct
inspections of persons and property under your command and to authorize
probable cause searches and seizures over anyone subject to military law or at
any place on the installation. However, a commander who authorizes a search or
seizure must be neutral and detached from the case and facts. Therefore, the
command functions of gathering facts and maintaining overall military
discipline must remain separate from the legal decision to grant search
authorization.
7.16.2.5. The installation commander has
discretion to appoint, in writing, up to two military magistrates who may also
authorize search and seizure (including apprehension) requests. Each magistrate
must receive training provided by the staff judge advocate on search and
seizure issues.
7.16.3. Inspections. An
inspection is of a person, property or premises for the primary purpose of
determining and ensuring the security, military fitness, or good order and
discipline of a unit, organization or installation. Commanders may conduct
inspections of their units. Inspections are not searches. The distinction
between a search and an inspection is that an inspection is not conducted for
the primary purpose of obtaining evidence for use in a trial or other
disciplinary proceedings and does not focus on a particular suspect or individual.
Contraband seized during an inspection (for example, vehicle entry checks, and
random drug testing) is admissible in court.
7.17. Nonjudicial Punishment Article 15.
Nonjudicial punishment is authorized under
Article 15, UCMJ. Often referred to as an Article 15, nonjudicial punishment
provides commanders with an essential and prompt means of maintaining good
order and discipline without the stigma of a court-martial conviction. An
Article 15 may be imposed for minor offenses. Any Air Force member can be
punished by Article 15. Commanders are encouraged to take nonpunitive
disciplinary actions, such as counseling and administrative reprimand, before
resorting to Article 15. However, such measures are not required before an
Article 15 can be offered. An Article 15 should not be offered unless the
commander is prepared to proceed with court-martial charges because an Article
15 cannot be imposed upon a member who demands trial by court-martial.
7.17.1. Minor Offense. Whether
an offense is minor depends on several factors and is a matter left to the
imposing commander's discretion. Besides the nature of the offense, the
commander should also consider the offender's age, grade, duty assignments,
record, experience, and the maximum sentence imposable for the offense if tried
by a general court-martial. Ordinarily, a minor offense is an offense in which
the maximum sentence imposable would not include a dishonorable discharge or
confinement for more than 1 year if tried by a general court-martial.
7.17.2. Punishments Under Article 15.
The type and permissible extent of punishment
are limited by both the imposing commander's grade and the offender's grade as
reflected in Table 7.2. Punishments may include reduction in grade, forfeiture
of pay, restrictions, extra duties, and/or correctional custody.
7.17.3. Procedures: 7.17.3.1. While no specific standard of proof is applicable to
nonjudicial punishment proceedings, commanders should recognize that a member
is entitled to demand trial by court-martial, where proof beyond a reasonable
doubt by competent evidence is required for conviction. Commanders should
consider whether such proof is available before initiating action under Article
15. If not, nonjudicial punishment is usually not warranted. Commanders must confer
with the staff judge advocate, or a designee, before initiating nonjudicial
punishment proceedings and before imposing punishment. The staff judge advocate
advises and helps the commander evaluate the facts and determine what offense
was committed. However, the commander makes the decision to impose punishment
and the degree of punishment imposed. The military justice section of the base
legal office prepares the Air Force IMT 3070, Record of
Nonjudicial Punishment Proceedings.
7.17.3.2. After the commander
determines that nonjudicial punishment is appropriate, the staff judge advocate
prepares an Air Force Form 3070A, Record of Nonjudicial
Punishment Proceedings (AB thru SSgt); Air Force Form
3070B, Record of Nonjudicial Punishment
Proceedings (TSgt thru CMSgt); or Air Force Form
3070C, Record of Nonjudicial Punishment
Proceedings (Officer). The commander notifies the member that he or she is
considering punishment under Article 15 by signing the Air Force Form 3070A/B/C
and providing it to the member. The Air Force Form 3070A/B/C includes a
statement of the alleged offenses, the member's rights, and the maximum
punishment allowable. After receiving the Air Force Form 3070A/B/C, the member
has a right to examine all statements and evidence available to the commander.
In practice, the member or the area defense counsel is provided copies of the
evidence used to support the alleged offenses.
7.17.3.3. Once offered
nonjudicial punishment, a member must first decide whether to accept. The
member has 3 duty days (72 hours) to make the decision. Before making the
decision, the member may consult with area defense counsel. A member's decision
to accept the Article 15 is not an admission of guilt but is a choice of forum.
The member may present matters orally, in writing, or both and may present
witnesses. The member is not required to present any matters or make any
statement and has the right to remain silent under Article 31(b), UCMJ.
Table 7.2. Permissible Nonjudicial
Punishments on Enlisted Members. (Notes 1, 2,
3, and 4)
|
R U L E |
A |
B |
C |
D |
|
|
Punishment |
Imposed by Lieutenant or Captain |
Imposed by Major |
Imposed by Lieutenant Colonel or Above |
||
|
1 |
Additional
restrictions |
May not impose nonjudicial punishment on
Chief or Senior Master Sergeant |
May
not impose nonjudicial punishment on Chief or Senior Master Sergeant |
See
note 2 for reduction of Chief or Senior Master Sergeant |
|
|
2 |
Correctional custody |
Up to 7 days |
30 days |
30 days |
|
|
3 |
Reduction
in Grade (note
2) |
Chief
Master Sergeant |
No |
No |
Note 2 |
|
4 |
Senior
Master Sergeant |
No |
No |
Note 2 |
|
|
5 |
Master
Sergeant |
No |
No |
One grade |
|
|
6 |
Technical
Sergeant |
No |
One grade |
One grade |
|
|
7 |
Staff Sergeant |
One grade |
One grade |
One grade |
|
|
8 |
Senior
Airman |
One grade |
To Airman Basic |
To Airman Basic |
|
|
9 |
Airman
First Class |
One grade |
To Airman Basic |
To Airman Basic |
|
|
10 |
Airman |
One grade |
To Airman Basic |
To Airman Basic |
|
|
12 |
Reprimand |
Yes |
Yes |
Yes |
|
|
13 |
Restriction |
14 days |
60 days |
60 days |
|
|
14 |
Extra duties |
14 days |
45 days |
45 days |
|
|
15 |
Forfeiture |
7 days
pay |
of 1
month's pay per month for 2 months |
of 1 month's pay per month for 2 months |
|
|
Notes: 1. See Manual for Courts-Martial, part V, paragraph 5d, for further
limitations on combinations of punishments. 2. Chief or Senior Master Sergeant may be reduced one grade only by
major command commanders, commanders of unified or specified commands, or
commanders to whom promotion authority to theses grades has been delegated.
See AFI 36-2502, Airman Promotion Program. AFI 51-202, Nonjudicial Punishment, Table 3.1, note 2. 3. Bread and water and diminished rations punishments are not
authorized. 4. Frocked commanders may exercise only that authority associated with their actual pay grade. No authority is conferred by the frocked grade. |
|||||
7.17.3.4. After carefully considering all
matters submitted by the member and consulting with the staff judge advocate,
the commander will indicate one of the following decisions and annotate the Air
Force Form 3070A/B/C accordingly:
7.17.3.4.1. The member did not commit the
offenses alleged, or nonjudicial punishment is not appropriate, and the proceedings
are terminated. In light of matters in extenuation and mitigation, nonjudicial
punishment is not appropriate, and the proceedings are terminated.
7.17.3.4.2. The member committed one or more of
the offenses alleged. (The commander must line out and initial any offenses he
or she determines were not committed.)
7.17.3.4.3. The member committed one or more
lesser-included offenses rather than the offenses listed.
7.17.3.5. If the commander finds the member
committed an offense, he or she will determine the appropriate punishment and
serve it on the member, notifying the member of the right to appeal.
7.17.3.6. Members are entitled to appeal
nonjudicial punishment to the next superior authority in the commander's chain
of command. The member may appeal when he or she considers the punishment to be
unjust or disproportionate to the offense. A member may assert the punishment
was unjust because the offense was not committed. Thus, the guilty finding, the
punishment, or both may be appealed. The member has 5 calendar days to submit a
written appeal an oral statement is not acceptable. Punishments are not stayed
during the appeal process.
However, if the commander and/ or appellate
authority fail to take action on an appeal within five days after submission,
and if the member so requests, any unexecuted punishment involving restraint or
extra duties will be delayed until after appeal. The appellate authority may
deny all relief, grant partial relief, or grant all relief requested by the
member. The appellate authority's decision is final.
7.17.4. Suspension,
Remission, Mitigation, and Set-Aside Actions.
A commander has the power to suspend, remit, or
mitigate punishment of an Article 15.
7.17.4.1. Suspension. To
suspend punishment is to postpone application of all or part for a specific
probationary period with the understanding that the punishment will be
automatically remitted (cancelled) at the end of this period if the member does
not engage in further misconduct. The probationary period may not exceed 6 months.
Suspension may occur when the commander imposes the punishment or within 4
months of executing the punishment. The Manual for Courts-Martial and Air Force
policy encourage the use of suspended sentences as a corrective tool for
first-time offenders to provide both an observation period and an incentive for
good behavior.
7.17.4.2. Remission. Remission
is an action whereby any portion of the unexecuted punishment is cancelled,
normally used as a reward for good behavior or when determined the punishment
imposed was too severe for the particular offense.
7.17.4.3. Mitigation. Mitigation
is a reduction in either the quantity or quality of a punishment. Commanders
may, at any time, mitigate any part or amount of the unexecuted portion of the
punishment by changing to a less severe form or reduce the quantity. For
example, a reduction in grade can be mitigated to a forfeiture of pay.
7.17.4.4. Set Aside. Setting
aside is an action whereby the punishment, whether executed or unexecuted, is
set aside and any property, privilege, or rights affected by the portion of the
punishment set aside are restored. Commanders use this action only when they
believe that under all the circumstances of the case the punishment has
resulted in clear injustice.
7.18. Types of Courts-Martial:
7.18.1. Summary Court-Martial.
A Summary Court-Martial tries minor offenses.
Instead of a military judge, an Regular Air Force
commissioned officer is appointed as the Summary Court-Martial officer. The accused
may have assistance from the area defense counsel. The Summary Court-Martial
considers the evidence, including witness testimony, and then makes a finding.
If the finding is guilty, the Summary Court-Martial considers any additional
evidence before deciding an appropriate sentence. Only enlisted service members
may be tried by Summary Court-Martial and only if they consent to being tried
in that forum. Sentences are limited as set out in Table 7.3, Line 1, Column F.
7.18.2. Special Court-Martial.
Any service member may be tried by a Special
Court-Martial. A Special Court-Martial is the intermediate-level court in the
military system. The Special Court-Martial usually consists of a military judge
and a panel (similar to a civilian jury) of three or more members. Enlisted
accused may request at least one-third of the panel consist of enlisted
members. The accused may request trial by military judge alone. The proceedings
include a trial counsel (prosecutor), defense counsel, the accused, and a court
reporter to record the proceedings. A sentence in a Special Court-Martial may
include any punishment authorized by the Uniform Code of Military Justice
except death, dishonorable discharge, dismissal (in the case of an officer), or
confinement in excess of 1 year.
7.18.3. General Court-Martial.
A General Court-Martial tries the most serious
offenses. Cases cannot be referred for trial by General Court-Martial without a
preliminary hearing under Article 32, Uniform of Military Justice. The General
Court-Martial is composed of a military judge and at least a five-member panel,
and may include at least one-third enlisted members, if so requested by an
enlisted accused. The accused may request trial by a military judge alone,
except in a capital case (when a sentence to death may be adjudged). The
maximum authorized punishment this court-martial may impose is the maximum
allowable under the UCMJ for the offenses charged. For some offenses, the
maximum allowable sentence may include death.
7.19. Court-Martial Procedures:
7.19.1. Trial.
When a case is referred to trial, the convening
authority, generally the wing or numbered Air Force commander selects the
court-martial panel. Panel members must be senior in grade to the accused and
be the best qualified. Throughout the court-martial process, commanders and
convening authorities are expressly forbidden to exercise any improper
influence on the action of the court.
7.19.2. Findings and Sentence.
The verdict of a court-martial is called the
findings. An accused cannot be found guilty unless guilt is proved beyond a
reasonable doubt. A finding of guilty does not require a unanimous agreement,
but requires at least twothirds of the members to vote for a finding of guilty.
Voting is by secret written ballot. In the event of a not-guilty verdict
(acquittal), the trial ends. If there is a finding of guilty, a pre-sentencing
procedure follows immediately to help the court determine an appropriate
sentence. A sentence of death requires a unanimous vote by a panel of twelve
members, while a sentence of confinement in excess of 10 years requires the
concurrence of three-fourths of panel members.
Table 7.3. Composition,
Appointment, and Jurisdiction of Courts-Martial.
|
L I N E |
A |
B |
C |
D |
E |
F |
|
Court |
Required Membership |
Convening Authority |
Persons Triable |
Offenses Triable |
Maximum Punishment |
|
|
1 |
Summary |
One
commissioned officer (Rule for Court-Martial 1301(a), Art. 16, UCMJ) |
The officer exercising General
Court-Martial or Special Court- Martial
convening authority over the accused, or the commander
of a detached
squadron or other detachment (Rule for Court-Martial 1302, Article
24, UCMJ) |
Enlisted
members. If an accused objects to trial by Summary Court-Martial,
the convening authority may order trial by Special
Court-Martial or General Court- Martial
(Rules for Court-Martial
1301(c) and 1303, Article 20, UCMJ) |
Any
noncapital offense punishable under UCMJ. Summary
Court- Martial normally used to try minor offenses
for which the
accused was first offered nonjudical punishment (Rule for Court-Martial 1301(c),
Art. 20, UCMJ) |
1
month's confinement, hard labor without confinement for 45 days,
restriction for 2 months, forfeiture of 2/3 of 1 month s pay,
reduction to AB, reprimand, and a fine (Rule for Court- Martial 1301 (d)(1),
Article 20, UCMJ).
If the accused is Staff Sergeant
or above, a Summary Court-Martial
may not impose a sentence of confinement, hard labor without confinement, or reduction except to the next pay grade
(Rule for Court-Martial 1301 (d)(2), UCMJ) |
|
2 |
Special |
Three
or more members and a military
judge or, if requested, a military judge only (Rule for Court-Martial
501 (a)(2), Article
16, UCMJ) |
The officer exercising General
Court-Martial convening authority over
the accused; the commander
of a base, wing, group, or separate
squadron when
expressly authorized
by the major command commander or designated Secretary of the
Air Force; or any commander designated by the Secretary of the Air
Force (Rule for Court-Martial
504 (b)(2),
Article 23a, UCMJ) |
Any
person subject to the UCMJ (Rule for Court-Martial
201 (b)(4),
Article 19, UCMJ) |
Any
noncapital offense punishable under the UCMJ (Rule
for Court- Martial 201(b)(5), Article
19, UCMJ) |
Upon enlisted members: The
maximum punishment authorized by the UCMJ, which may include a bad conduct discharge (enlisted
members only), confinement for 1 year (enlisted members only), hard labor without
confinement for 3 months
(enlisted members only), restriction for 2 months, forfeiture
of 2/3 pay per month for 1 year, reduction to AB (enlisted
members only), reprimand, and a fine (Rules for Court-Martial 201 (f)(2)(B)(i), Article 19, UCMJ) |
|
3 |
General |
A
military judge and at least five members, or a military
judge only in noncapital cases
(Rule for Court-Martial 501(a)(1), Article 16, UCMJ) |
The
President, Secretary
of the Air Force,
the commander of an air command, an air
force, an air division or a separate wing of the Air Force, or any commander
when designated by the President or Secretary of the Air Force (Rule for
Court-Martial 504 (b)(1),
Article 22, UCMJ) |
Any
person subject to the UCMJ (Rule for Court-Martial
201 (b)(4),
Article 18, UCMJ) |
Any
offense punishable under the UCMJ
(Rule for Court-Martial 201(b)(5), Article 18, UCMJ) |
The
maximum punishment authorized by the UCMJ, which may
include death, a punitive separation (dismissal, dishonorable discharge, or bad conduct
discharge), confinement for life or a specified period, hard labor without confinement for 3 months (enlisted members only),
restriction for 2 months, forfeiture of all pay and allowances,
reduction to AB (enlisted
members only), reprimand, and a fine (Rule for Court-Martial 201 (f)(1)(A)(ii), Article 18, UCMJ) |
7.19.3. Post-Trial.
When the court reporter completes the record of
trial, the military judge ensures the record accurately reflects the
proceedings. Before the convening authority approves, disapproves, or reduces
all or part of the findings and sentence, the complete record must be submitted
to the staff judge advocate for review. When applicable, the staff judge
advocate will provide the convening authority a clear and concise written
recommendation. The accused and any victim named in a charge of which the
accused was convicted may provide matters for the convening authority s
consideration in making his or her clemency decision.
7.20. Initial Review of Trial
Records.
The convening authority must act on every case.
Pursuant to Article 60, UCMJ, the convening authority has limited authority to
disapprove the findings or sentence.
7.21. Appellate Review:
7.21.1. The Judge Advocate
General.
Following the court-martial, the record of the
trial is reviewed for legal sufficiency. The records of trail in each general
court-martial is not otherwise reviewed under Article 66 of the UCMJ shall be
examined in the Office of The Judge Advocate General if there is a finding of
guilty and the accused does not waive or withdraw his or her right to appellate
review under Article 61.
7.21.2. The U.S. Air Force
Court of Criminal Appeals.
The Air Force court of criminal appeals is the
first level of formal appellate review. The court may approve, disapprove, or
modify the convening authority's findings and sentence. The court reviews
records of trial that include a death sentence; dismissal of a commissioned
officer; a punitive discharge; or confinement of 1 year or more.
7.21.3. The U.S. Court of
Appeals for the Armed Forces.
The United States court of appeals for the
Armed Forces is composed of five civilian judges appointed by the President and
is the highest appellate court in the military justice system. The court
reviews all cases in which the death sentence was imposed and cases previously
reviewed by the Air Force court of criminal appeals forwarded on the judge
advocate general's order. The accused may also petition to have his or her case
reviewed.
7.21.4. The U.S. Supreme
Court.
Decisions of the U.S. court of appeals for the
Armed Forces may be reviewed by the U.S. Supreme Court.
7.22. NCO Military Justice
Responsibilities.
The military justice system is one tool used to
correct breaches of discipline. NCOs have a general responsibility to be
familiar with the UCMJ and correct marginal or substandard behavior or duty
performance of their subordinates. NCOs must:
7.22.1. Support their commander in the
application of the military justice system for maintaining order and discipline.
7.22.2. Become involved when breaches of
discipline occur in their presence and report all such violations to the proper
authorities.
7.22.3. Be prepared to investigate incidents
when ordered to do so. This means that NCOs should be familiar with both the
right against self-incrimination and resources available to assist in
conducting the investigation and should not hesitate to seek advice before
acting.
7.22.4. Be familiar with the rules in the UCMJ
for apprehending, arresting, and confining violators of the UCMJ.
7.22.5. Be prepared to generally counsel Airmen
on their legal rights under the UCMJ and refer them to proper legal authorities
for guidance.
7.22.6. Provide leadership and counseling to
obtain the maximum positive behavior change in the member receiving Article 15
punishment.
Section 7F Legal
Issues
7.23. Evolution of the Military
Justice System:
7.23.1. The strength of the military depends on
disciplined service members ready to fight and win our Nation's wars. Military
justice strengthens national security by providing commanders with an efficient
and effective means of maintaining good order and discipline. Furthermore, the
military justice system is a separate criminal justice system that does not
look to the civilian courts to dispose of disciplinary problems. As a separate
system, it allows the military to handle unique military crimes that civilian
courts would be unable to handle.
7.23.2. In addition, a separate system enables
the military to address crimes committed by service members at worldwide
locations in times of war or peace. The military needs a justice system that
goes wherever the troops go to provide uniform treatment regardless of locale
or circumstances. No other judicial system in the U.S. provides such expansive
coverage. As our separate military justice system has evolved, this system has
balanced two basic interests: discipline (essential to warfighting capability)
and justice (a fair and impartial system essential to the morale of those
serving their country).
7.23.3. While military justice can be traced to
the time of the Roman armies, the historical foundation for the U.S. military
law and criminal justice system is the British Articles of War. In fact, the
first codes predated the U.S. Constitution and Declaration of Independence.
These codes were the Articles of War, applicable to the Army, and the Articles
for the Government of the Navy. Through World War I, these codes went through
some amendments and revisions but were substantially unchanged for more than
100 years. Throughout most of this time, the U.S. had a very small standing
military. Those who entered the military understood they were going to fall
under a different system of justice with unique procedures and punishments.
While some people had bad experiences with the military justice system during
this time, there was no overwhelming demand for change.
7.23.4. This changed with World War II when the
U.S. had over 16 million men and women serving in the U.S. Armed Forces.
Incredibly, there were about 2 million courts-martial during hostilities. There
were approximately 80,000 general courts-martial during World War II. An
average of more than 60 general courts-martial convictions occurred per day for
the duration of the war.
7.23.5. The soldiers and sailors of World War
II were regular citizens who volunteered or were drafted. Many of these
citizens had some very unpleasant experiences with the military justice system,
which looked quite different than today. The military justice system did not
offer members the protections afforded by the civilian court system, and many
American citizens disapproved of the way criminal laws were being applied in
the military. Following the war, many organizations studied and made proposals
to improve the military criminal legal system, and Congress conducted hearings
on the military justice system.
7.23.6. After unification of the Armed Services
under the Department of Defense in 1947, Secretary James V. Forrestal, the
first Secretary of Defense, decided there should not be separate criminal law
rules for the different branches of Service. He desired a uniform code that
would apply to all services and address the abuses from World War II. His
efforts set the stage for a new uniform system of discipline. In 1950, Congress
enacted the UCMJ; this legislation is contained in Title10, United States Code,
Sections 801 through 946. The UCMJ is the military's
criminal code applicable to all branches of service.
7.23.7. The UCMJ became effective in 1951 and
provided substantial procedural guarantees of an open and fair process that
continues today. The UCMJ required attorneys to represent the accused and the
Government in all general courtsmartial, prohibited improper command influence,
and created the appellate court system. Furthermore, the UCMJ established Air
Force, Army, Navy, and Coast Guard Boards of Review as the first level of
appeal in the military justice system and the U.S. Court of Military Appeals as
the second level of appeal. The Court of Military Appeals, composed of five
civilian judges, was perhaps the most revolutionary change that brought the
checks and balances of civilian control of the U.S. Armed Forces into the
military justice system. In October 1994, the Court of Military Appeals was
renamed the U.S. Court of Appeals for the Armed Forces to bring the name more
in line with our civilian counterparts.
7.23.8. In addition to changing courts-martial
processes and procedures, the UCMJ provided a complete set of criminal laws.
Moreover, the UCMJ included many crimes punished under civilian law (for
example, murder, rape, drug use, larceny, drunk driving, etc.), and also punished
other conduct that affects good order and discipline. These unique military
crimes include such offenses as desertion, absence without leave, disrespect
toward superiors, failure to obey orders, dereliction of duty, wrongful
disposition of military property, drunk on duty, malingering, and conduct
unbecoming an officer. The UCMJ also included provisions punishing misbehavior
before the enemy, improper use of countersign, misbehavior of a sentinel,
misconduct as a prisoner, aiding the enemy, spying, and espionage.
7.23.9. The UCMJ has been amended on a number
of occasions. For example, the Military Justice Act of 1968 created the
position of military judge, authorized trial by military judge alone, required
an attorney to act as defense counsel in all Special Court-Martials when the
authorized punishment included a bad conduct discharge, prohibited trial by
Summary Court-Martial if the accused objected, and changed service boards of
review to courts of review.
7.23.10. The next significant change was the
Military Justice Act of 1983, which streamlined pretrial and post-trial
procedures. The act also provided for direct appeals to the U.S. Supreme Court
from the Court of Military Appeals in appropriate cases, without the need to
first pursue an appeal through the civilian appellate courts. The act also
established a separate punitive article (112a) for drug offenses. Today's UCMJ
reflects centuries of experience in criminal law and military justice and
guarantees service members rights and privileges
similar to and, in many cases, greater than those enjoyed by civilians.
7.24. Constitutional Underpinnings:
Two provisions in the U.S. Constitution grant
powers to the legislative and executive branches providing the legal foundation
for our military justice system.
7.24.1. Powers Granted to
Congress.
The U.S. Constitution, Article I, Section 8,
provides that Congress is empowered to declare war; raise and support armies;
provide and maintain a navy; make rules for the government and regulation of
the land and naval forces; provide for calling forth the militia; and organize,
arm, and discipline the militias, and govern such part of them as may be
employed in the service of the U.S.. Congress is also responsible for all laws
deemed necessary and proper for carrying into execution the foregoing powers
and all other powers vested by the U.S. Constitution in the U.S.
Government. Congress has exercised their
responsibilities over military justice by enacting the UCMJ.
7.24.2. Authority Granted to
the President.
The U.S. Constitution, Article II, Section 2,
provides that the President serves as commander in chief of the U.S. Armed
Forces and of the militia of the states (National Guard) when called to federal
service. By virtue of authority as commander in chief, the President has the
power to issue executive orders to govern the U.S. Armed Forces as long as
these orders do not conflict with any basic constitutional or statutory
provisions. Article 36, UCMJ, specifically authorizes the President to
prescribe the procedures, including rules of evidence, to be followed in
courts-martial. In accordance with Article 36, UCMJ, President Harry S. Truman
established the Manual for CourtsMartial in 1951 to implement the UCMJ. The
Manual for Courts-Martial, like the UCMJ, has undergone a number of revisions.
7.25. Jurisdiction of Military
Courts.
Courts-martial jurisdiction is concerned with
the question of personal jurisdiction (Is the accused a person subject to the
UCMJ?) and subject-matter jurisdiction (Is the conduct prohibited by the
UCMJ?). If the answer is yes' in both instances, then (and only then) does a
court-martial have jurisdiction to decide the case.
7.25.1. Personal Jurisdiction:
7.25.1.1. Personal jurisdiction involves
status, that is, the accused must possess the legal status of a service member
or a person otherwise subject to the UCMJ before personal jurisdiction can
attach.
7.25.1.2. Article 2, UCMJ, includes the
following as persons subject to court-martial jurisdiction: (1) members of a
regular component of the Armed Forces; including those awaiting discharge after
expiration of their terms of enlistment; (2) cadets, aviation cadets, and
midshipmen; (3) members of a Reserve component while on inactive duty training
(but, in the case of members of the Army National Guard and Air National Guard,
only when in Federal service); (4) retired members of a Regular component of
the Armed Forces who are entitled to pay; (5) persons in custody of the Armed
Forces serving a sentence imposed by court-martial; (6) prisoners of war in
custody of the Armed Forces; and (7) in time of declared war or a contingency
operation, persons serving with or accompanying an armed force in the field.
7.25.1.3. While the UCMJ previously provided
for jurisdiction over civilians serving with or accompanying an armed force in
the field in time of war, the U.S. court of appeals for the Armed Forces held
that the phrase in time of war meant a war formally declared by Congress. The
U.S. court of appeals for the Armed Forces decided this issue in reviewing a
case (U.S. v. Averette, 1970) in which a civilian had been
tried during the Vietnam Conflict for crimes committed within the combat zone.
In the National Defense Authorization Act for Fiscal Year 2007, Congress
amended Article 2(a)(10) to provide for UCMJ
jurisdiction over civilians serving with or accompanying an armed force in the
field in time of declared war or a contingency operation.
7.25.2. Subject-Matter
Jurisdiction:
7.25.2.1. Courts-martial have the power to try
any offense under the code except when prohibited from doing so by the U.S.
Constitution. Courts-martial have exclusive jurisdiction when a purely military
offense such as desertion, failure to obey orders, or disrespect toward
superiors is involved. However, if the offense violates both the UCMJ and a
civilian code, concurrent jurisdiction may exist. For example, if an Regular Air Force military member is caught shoplifting
at an off-base merchant, the member can be tried by court-martial for larceny
in violation of Article 121, UCMJ, and tried by a civilian court for a larceny
offense recognized in the local jurisdiction.
7.25.2.2. The determination as to whether a
military or a civilian authority will try the member is normally made through
consultation or prior agreement between appropriate military authorities
(ordinarily the staff judge advocate) and appropriate civilian authorities. A
member to be tried by both a court-martial and a state court for the same act
is constitutionally permissible and a member who has been tried by a state
court normally will not be tried by court-martial for the same act. Only the
Secretary of the Air Force may approve such prosecutions, and only in the most
unusual cases, when the ends of justice and discipline can be met in no other
way.
7.26. Commander Involvement:
7.26.1. Military commanders are responsible for
maintaining law and order in the communities over which they have authority and
for maintaining the discipline of the fighting force. Reports of crimes may
come from law enforcement or criminal investigative agencies, as well as
reports from supervisors or individual service members. One of the commander's
greatest powers in the administration of military justice is the exercise of
discretion to decide how misconduct committed by a member of his or her command
will be resolved. Each commander in the chain of command has independent, yet
overlapping, discretion to dispose of offenses within the limits of that
officer's authority. A commander may dispose of the case by taking no action,
initiating administrative action against the member, offering the member
nonjudicial punishment under Article 15, UCMJ, or preferring court-martial
charges. Ordinarily, the immediate commander determines how to dispose of an
offense; however, a superior commander may withhold that authority. The staff
judge advocate is available to provide advice, but the commander ultimately
decides how to dispose of alleged misconduct.
7.26.2. If a commander believes preferred
charges should be disposed by court-martial, the charges are forwarded to the
convening authority. Convening authorities are superior commanders or officials
who possess the authority to convene specific levels of courts-martial (wing
and numbered Air Force commanders in most cases). A convening authority
convenes a court-martial by issuing an order that charges previously preferred
against an accused will be tried by a specified court-martial. The convening
authority must personally make the decision to refer a case to trial;
delegation of this authority is not allowed. Charges may be referred to one of
three types of court-martial: summary, special, or general.
7.27. Roles of the Parties in the
Adversarial System.
In courts-martial, both Government and the
accused have legal counsel. In addition, detailed defense counsel must include
judge advocates, graduates of an accredited law school, and members of the bar
of a federal court or the highest court of a state. Moreover, counsel must have
certification to perform duties by a service's judge advocate general. The
trial counsel prosecutes in the name of the U.S. and presents evidence against
the accused. The defense counsel represents the accused and zealously seeks to
protect the accused's rights.
7.27.1. Trial Counsel:
7.27.1.1. Trial counsel are similar to
prosecutors in civilian criminal trials. They represent the Government, and
their objective is justice, not merely securing a conviction. They zealously
present evidence they believe is admissible and seek to persuade the court that
the accused committed the alleged offenses. Trial counsel argues the inferences
most strongly supporting the charges. Highly experienced trial advocates
(senior trial counsel) are available to assist in the prosecution of
particularly complex courts-martial.
7.27.1.2. Trial counsel also presents evidence
and arguments to address defenses raised on behalf of the accused. Trial
counsel may not ethically permit the continuance of the cause of action against
the accused knowing the charges are not supported by probable cause.
Additionally, trial counsel have an affirmative duty to disclose to the defense
any evidence that negates the accused's guilt, mitigates the degree of guilt,
or reasonably tends to reduce the punishment of the accused.
7.27.1.3. No person who has acted as accuser
(one who prefers charges), preliminary hearing officer, military judge, or
court member in any case may act later as trial counsel or assistant trial
counsel in the same case. No person who has acted for the prosecution may act
later in the same case for the defense, nor may any person who has acted for
the defense act later in the same case for the prosecution.
7.27.2. Defense Counsel
Representation.
In a trial by court-martial, the accused is
entitled to an area defense counsel free of charge. The accused may also hire a
civilian lawyer at his or her own expense. An accused may request
representation by a particular military lawyer, and this officer will serve if
he or she is reasonably available. Defense counsel will zealously, within the
bounds of the law, guard the interests of the accused.
7.27.3. Military Judge.
A military trial judge presides over each open
session of the court-martial. Military trial judges are selected from highly
qualified, experienced judge advocates. Like defense counsel, military judges
are assigned to the Air Force Legal Operations Agency and do not report to
anyone at base level. No person is eligible to act as military judge in a case
if he or she was the accuser, is a witness for the prosecution, or has acted as
preliminary hearing officer or a counsel in the same case. The military judge
of a court-martial may not consult with the members of the court except in the
presence of the accused, trial counsel, and defense counsel, nor does he or she
vote with the members of the court. In noncapital cases, an accused may elect
to be tried by military judge alone. If such an election is made, the military
judge will make a finding of guilty or not guilty and, if guilty, determine the
sentence.
7.27.4. Court Members:
7.27.4.1. Members detailed to a court-martial
are those persons who, in the opinion of the convening authority, are best
qualified for the duty by reason of their age, education, training, experience,
length of service, and judicial temperament.
7.27.4.2. Court panels are normally only
composed of officers senior to the accused. If the accused is enlisted and
makes a timely request that enlisted members be included on the court, the
panel must consist of at least one-third enlisted personnel.
7.27.4.3. Court members determine whether the
accused has been proved guilty beyond a reasonable doubt and, if guilty,
adjudge (decide) a proper sentence based on the evidence and according to the
instructions of the military judge. No member may use grade or position to influence
another member. Voting is done by secret, written ballot. 7.27.5. Ethical Standards.
Both trial and defense counsels are bound by
the ethical standards detailed in AFI 51-110, Professional
Responsibility Program. These standards cover a variety of matters. For
example, counsel may not:
7.27.5.1. Present testimony known to be
perjured or other evidence known to be false.
7.27.5.2. Intentionally misrepresent any piece
of evidence or matter of law.
7.27.5.3. Unnecessarily delay or prolong the
proceedings.
7.27.5.4. Obstruct communications between
prospective witnesses and counsel for the other side.
7.27.5.5. Use illegal means or condone the use
of illegal means to obtain evidence.
7.27.5.6. Inject his or her own personal
opinions or beliefs into arguments to the court.
7.27.5.7. Appeal to passion or prejudice.
7.27.5.8. Attempt to influence court members by
currying favor or communicating privately with them.
7.28. Post-trial Matters and
Appellate Review:
7.28.1. Post-trial Matters.
The convening authority must act on every case.
When taking action on a case, the convening authority must consider the results
of trial, written recommendation of the staff judge advocate when required, and
written matters submitted by the accused and any victim named in a charge of
which the accused was convicted. Convening authorities may also consider the
record of trial, personnel records of the accused, and other matters they deem
appropriate. Pursuant to Article 60, UCMJ, the convening authority has limited
authority to disapprove the findings or sentence
7.28.1.1. The convening authority may, but is
not required to, grant clemency on the findings. If the convening authority so
chooses, some clemency on findings may be given, subject to regulatory and
statutory limitations. The convening authority must provide a written
explanation for such action.
7.28.1.2. Regardless of the offenses charged,
the convening authority may not disapprove, commute, or suspend in whole or in
part an adjudged sentence of confinement for more than 6 months or a punitive
discharge, unless exceptions apply.
7.28.2. Appellate Review. Following
the convening authority's action is appellate review. The type of appellate
review depends upon the adjudged and approved sentence.
7.28.2.1. The judge advocate general is the
review authority in general court-martial cases where the sentence does not
include death, dismissal, punitive discharge, or confinement for 1 year or
more. The judge advocate general may also elect to certify (refer) any case
reviewed by The Judge Advocate General's office to the Air Force Court of
Criminal Appeals. The Air Force Court of Criminal Appeals is an independent
appellate judicial body authorized by Congress and established by the judge
advocate general pursuant to direction of Title 10, United States Code, Section
866(a) (1994). The court hears and decides appeals of Air Force court-martial
convictions and appeals during litigation. The Air Force court of criminal
appeals appellate judges are judge advocates appointed by the judge advocate
general.
7.28.2.2. Unless appellate review is waived by
an appellant, the Air Force court of criminal appeals automatically reviews all
cases involving a sentence that includes death, dismissal, a punitive
discharge, or confinement of 1 year or more. However, appellate review cannot
be waived in death penalty cases. In this forum, the appellant is provided a
military counsel (free of charge) who is an experienced trial advocate and a
full-time appellate counsel. Civilian appellate counsel may be retained at the
appellant's own expense. The Government is represented by appellate Government
counsel.
7.28.2.3. The Air Force court of criminal
appeals must consist of a panel of at least three military judges, reviews the
case for legal error, and determines if the record of trial supports both the
findings and sentence as approved by the convening authority. The Air Force
court of criminal appeals has the power to dismiss the case, change a finding
of guilty to one of not guilty or guilty to a lesser-included offense, reduce
the sentence, or order a rehearing. However, the appeal may not change a
finding of not guilty to one of guilty. The judge advocate general instructs
convening authorities to take action according to the court s decisions.
7.28.2.4. If the Air Force court of criminal
appeals rules against the appellant, he or she may request review by the U.S.
court of appeals for the Armed Forces. The U.S. court of appeals for the Armed
Forces must review all death penalty cases and any other case directed by The
Judge Advocate General of each service. Review in other cases is discretionary
upon petition of the appellant and upon good cause shown. Air Force appellate
defense counsel are appointed to represent the appellant before the U.S. court
of appeals for the Armed Forces. If an appellant's case is reviewed and relief
is not granted by the U.S. court of appeals for the Armed Forces, the appellant
may petition the Supreme Court of the U.S. for further review.
7.28.2.5. The Secretary of the Air Force
automatically reviews cases involving dismissal of an Air Force officer or
cadet. Dismissal is a punishment that punitively separates officers from the
service. The dismissal cannot be executed until the Secretary, or appointed
designee, approves the sentence.
7.28.2.6. If the sentence extends to death, the
individual cannot be put to death until the President approves this part of the
sentence. The President has clemency powers over all courts-martial cases and
may commute, remit, or suspend any portion of the sentence. However, the
President may not suspend the part of the sentence that provides for death.
7.29. Punitive Articles.
This paragraph focuses on unique military
offenses that do not have a counterpart in civilian law.
7.29.1. Absence Offenses.
For an armed force to be effective, they must
have sufficient members present to carry out the mission. One way this can be
accomplished is by deterring members from being absent without authority,
whether the absences are permanent or temporary. The circumstances under which
the absence occurs, as well as the intent of the accused, determines the
severity of the offense. Absence offenses include desertion and being absent
without official leave.
7.29.1.1. Desertion:
7.29.1.1.1. Article 85, UCMJ, may occur under
the following categories: (1) unauthorized absence with the intent to remain
away permanently; (2) quitting the unit or place of duty to avoid hazardous
duty or shirk important service; or (3) desertion by an officer before notice
of acceptance of resignation. More severe punishment is authorized if the
desertion is terminated by apprehension instead of a voluntary surrender or if
the desertion occurs in wartime. Desertion may be charged as a capital offense
(which authorizes the death penalty) during wartime.
7.29.1.1.2. Absence with the specific intent to
remain away permanently is the most commonly charged type of desertion. The
unauthorized absence may be from the accused's place of duty, unit, or
organization. The specific intent to remain away permanently may exist at the
beginning of the absence or may be formed at any time during the absence. Thus,
when a member leaves without permission, intending to return after a period of
time, but later decides never to return, the member has committed the offense
of desertion. However, proving intent is often difficult and may be shown by a
number of factors, including the length of the absence, use of an alias,
disposal of military identification and clothing items, concealment of military
status, distance from duty station, and the assumption of a permanent-type
civilian status or employment. The accused's voluntary return to military
control is not a defense to desertion. The essential issue is whether the
accused, at any time, formed the intent to remain away permanently.
7.29.1.2. Absent Without
Official Leave:
7.29.1.2.1. Article 86, UCMJ, addresses other
cases where the member is not at the place where he or she is required to be at
a prescribed time. This includes failure to go to the appointed place of duty;
going from the appointed place of duty; absence from unit, organization, or
other place of duty; abandoning watch or guard; and absence with intent to
avoid maneuvers or field exercises.
.1.2.2. Proving a failure to go to an appointed place of duty requires showing
the accused actually knew he or she was required to be at the appointed place
of duty at the prescribed time. The offense of going from the appointed place
of dutyrequires proof the accused left his or her place of duty without proper authority,
rather than failing to report in the first place. The accused must have
reported for and begun the duty before leaving without proper authority.
7.29.1.2.3. Absence from the unit,
organization, or other place of duty is a common absent
without official leave charge. The authorized maximum punishment for this
offense varies with the duration of the absence.
7.29.1.2.4. Inability to return from leave is a
defense if the accused encountered unforeseeable circumstances beyond his or her
control. For example, if Technical Sergeant Jane Doe's authorized 10-day period
of leave expired on 1 December and she failed to report to her unit until 3
December, she would not be guilty of absent without official leave if she could
establish she was at a distant city and had purchased an airline ticket on a
flight that was cancelled due to a blizzard. Even though she has a defense, she
is not excused from calling her unit and requesting an extension of leave.
Inability would not be a defense where a military member took space-available
transportation to Europe while on leave and then claimed he or she was unable
to return on the date planned because he or she was unable to get
space-available transportation back when he or she had hoped.
7.29.1.2.5. Other absences include abandoning
watch or guard and absence from the unit, organization, or place of duty with
intent to avoid maneuvers or field exercises. In addition, Article 87, UCMJ,
provides that missing a movement is an offense that applies when the member,
through neglect or design, misses the movement of a ship, aircraft, or unit.
7.29.2. False Official
Statements.
Article 107, UCMJ, covers both the making and
signing of false official statements and official documents. An official
statement or document is any statement or document made in the line of duty. In
the line of duty pertains to a matter within the jurisdiction of any U.S.
department or agency. Furthermore, you must be able prove that the accused knew
the statement or document was false and had a specific intent to deceive.
Examples include falsely identifying oneself to a base gate guard or falsely
listing a person as one's dependent to gain base privileges.
However, material gain is not an element of the
offense.
7.29.3. General Article.
The General Article (Article 134) is designed
to address unspecified offenses punishable because of their effect on the U.S.
Armed Forces. Article 134 generally provides for those offenses not
specifically mentioned elsewhere in the punitive articles of the UCMJ. A
military member can be punished under Article 134 for any and all disorders and
neglects that are prejudicial to good order and discipline in the Armed Forces,
for conduct of a nature to bring discredit upon the Armed Forces, and for
crimes and offenses not capital.
7.29.3.1. Disorders and
Neglects Prejudicial to Good Order and Discipline. Article 134, UCMJ,
seeks to protect the internal operation of the U.S. Armed Forces. The issue is
the effect of the accused's act on good order and discipline within the Armed
Forces. The effect must be reasonably direct and tangible. Disorders and
neglects prejudicial to good order and discipline include breach of customs of
the service, fraternization, impersonating an officer, disorderly conduct,
gambling with a subordinate, and incapacitating oneself for duty through prior
indulgence in intoxicating liquors.
7.29.3.2. Conduct of a Nature
To Bring Discredit upon the Armed Forces. The concern here is the
potential effect of the accused's act on the reputation of the U.S. Armed
Forces (how the military is perceived by the civilian sector). The conduct must
tend to bring the Service into disrepute or lower it in public esteem. Thus,
violations of local civil law or foreign law may be punished if they bring
discredit upon the Armed Forces, such as dishonorable failure to pay debts,
indecent exposure, fleeing the scene of an accident, bigamy, adultery, or
pandering.
7.29.3.3. Crimes and Offenses
Not Capital. Acts or omissions not chargeable under other articles of
the UCMJ, but are crimes or offenses under federal statutes, are charged under
Article 134; for example, counterfeiting. This crime is not specifically listed
in the UCMJ but is still a violation of federal law. Also, if a military member
commits an act in an area over which the military exercises exclusive or
concurrent jurisdiction with the state and no UCMJ article or federal law
prohibits the act only the law of the state prohibits the act then the Federal
Assimilative Crimes Act allows the member to be tried by a court-martial under
Article 134.
7.29.4. Offenses Related to
War.
The UCMJ includes a number of offenses related
to war. These offenses include misbehaving before the enemy, aiding the enemy,
compelling surrender, improperly using countersigns, mishandling captured or
abandoned property, committing misconduct as a prisoner of war, and making
disloyal statements. Two especially egregious offenses related to war are
misbehavior before the enemy and misconduct as a prisoner of war.
.4.1. Misbehavior Before the Enemy. Article 99, UCMJ, provides that
running away before the enemy and cowardly conduct are capital offenses
punishable by death.
7.29.4.1.1. The term enemy (as used in running
away before the enemy ) includes both civilian and military organized forces of
the enemy in time of war and any opposing hostile bodies including rebellious
mobs or bands of renegades. The term is not restricted to the enemy Government
or their Armed Forces. If the misbehavior were caused by fear, the offense is
charged as cowardly conduct, rather than running away. Whether a person is
before the enemy is not a question of definite distance, but one of tactical
relation.
7.29.4.1.2. The critical element in the offense
of cowardly conduct is fear that results in the abandonment or refusal to
perform one's duty. Fear is a natural apprehension going into battle, and the
mere display of apprehension does not constitute this offense. Cowardice is
misbehavior motivated by fear. Genuine or extreme illness or other disability at
the time of the alleged misbehavior may be a defense.
7.29.4.2. Misconduct as a
Prisoner of War. Article 105, UCMJ, recognizes two types of offenses
arising in prisoner of war situations. One offense involves unauthorized
conduct by an accused who secures favorable treatment to the detriment of other
prisoners. The other offense prohibits maltreatment of a prisoner of war by a
person in a position of authority. The purpose of this article is to protect
all persons held as prisoners, whether military or civilian and regardless of
their nationality.
7.29.5. Insubordination:
7.29.5.1. Insubordinate conduct may be
expressed in many different ways and toward many different persons in the
military community. Insubordination is judged both by the means used and the
relative relationship in the military hierarchy of the parties involved.
7.29.5.2. Article 89, UCMJ, prohibits
disrespectful acts or language used toward a superior commissioned officer in
his or her capacity as an officer or as a private individual. Therefore, the
superior commissioned officer does not need to be in the execution of his or
her office at the time of the disrespectful behavior. However, it must be
established that the accused knew the person against whom the acts or words
were directed was the accused's superior commissioned officer. Disrespect may
include neglecting the customary salute or showing a marked disdain,
indifference, insolence, impertinence, undue familiarity, or other rudeness
toward the superior officer. Truth is no defense. A superior commissioned
officer is one who is superior in rank or command.
7.29.5.3. Article 91, UCMJ, similarly prohibits
insubordinate conduct toward a warrant officer, NCO, or petty officer. However,
unlike Article 89 violations, the insubordinate conduct must occur while the
individual being disrespected is in the execution of his or her duties. In
addition, Article 91 does not require a superior-subordinate relationship as an
element of the prescribed offense and can only be committed by enlisted members.
7.29.5.4. Another form of insubordination
involves striking or assaulting a superior officer. Article 90(1), UCMJ,
prohibits assaults and batteries against superior commissioned officers in the
execution of their duties. Article 91 prohibits similar conduct toward warrant
officers, NCOs, and petty officers. In the execution of his office includes any
act or service the officer is required or authorized to do by statute,
regulation, orders, or customs. An essential element is the accused's knowledge
that the person is a superior officer or superior warrant officer, NCO, or
petty officer. In time of war, striking a superior commissioned officer can be
a capital offense.
7.29.6. Disobedience Offenses:
7.29.6.1. Disobeying a
Superior Officer. Article 90(2), UCMJ, prohibits the intentional or
willful disobedience of the lawful orders of a superior officer.
7.29.6.2. Failure to Obey
Orders or Regulations. Article 92, UCMJ, provides that members are
subject to courtmartial if they: (1) violate or fail to obey any lawful general
order or regulation; (2) having knowledge of a lawful order issued by a member
of the Armed Forces, which is their duty to obey, fail to obey the order; or
(3) are derelict in the performance of their duties.
7.29.6.2.1. Lawful General
Order or Regulation. This term relates to general orders or
regulations that are properly published by the President, the Secretary of
Defense, the Secretary of a military department, an officer having General
Court-Martial jurisdiction, a general officer in command, or a commander
superior to one of the former. (A squadron commander does not have the
authority to issue general orders.) Once issued, a general order or regulation
remains in effect even if a subsequent commander assumes command. Knowledge of
the order is not an element of the offense, and a lack of knowledge is not a
defense. Only those general orders or regulations that are punitive are
enforceable under Article 92(1). A punitive order or regulation specifically
states a member may be punished under the UCMJ if violated. Regulations that
only supply general guidelines or advice for conducting military functions are
not punitive and cannot be enforced under Article 92(1).
.6.2.2. Other Lawful Orders
or Regulations. This offense includes violations of written
regulations that are not general regulations. The key requirements are that the
accused had a duty to obey the order and had actual knowledge of the order.
Such knowledge is usually proven through circumstantial evidence. The accused
cannot be convicted of this offense merely because he or she should have known
about the order. Failure to obey a wing-level directive that prohibits
overnight guests in the dormitory is an example.
7.29.6.2.3. Dereliction of
Duty. Dereliction of duty is comprised of three elements: (1) the
accused had certain duties; (2) the accused knew or reasonably should have
known of the duties; and (3) the accused was derelict in performing the duties,
either by willfully failing to carry them out or by carrying them out in a negligent
or culpably inefficient manner. Willfully means performing an act knowingly and
purposely while specifically intending the natural and probable consequences of
the act. Negligently means an act or omission of a person who is under a duty
to use due care that exhibits a lack of this degree of care that a reasonably
prudent person would have exercised under the same or similar circumstances.
Culpable inefficiency means an inefficiency for which there is no reasonable or
just excuse. Merely being inept in the performance of duty will not support a
charge of dereliction of duty, that is, officers or enlisted members cannot be
punished for inadequate performance if they make a good faith effort but fall
short because of a lack of aptitude or ability. Such performance may be grounds
for administrative demotion or administrative discharge, but is not a crime.
7.29.7. Lawfulness of Orders:
7.29.7.1. A lawful order must be: (1)
reasonably in furtherance of or connected to military needs; (2) specific as to
time and place and definite and certain in describing the thing or act to be
done or omitted; and (3) not otherwise contrary to established law or
regulation.
7.29.7.2. An order is in furtherance of, or
connected to, military needs when it involves activities reasonably necessary
to accomplish a military mission or to safeguard or promote the morale,
discipline, and usefulness of command. Such an order may interfere with private
rights or personal affairs, provided a valid military purpose exists.
Furthermore, the dictates of a person's conscience, religion, or personal
philosophy cannot justify or excuse disobedience of an otherwise lawful order.
An order requiring the performance of a military duty or act may be inferred to
be lawful and is disobeyed at the peril of the subordinate. This inference does
not apply to a patently illegal order, such as one that directs the commission
of a crime. An accused cannot be punished for disobeying or failing to obey an
unlawful order.
7.30. Conclusion:
7.30.1. Air Force commanders must continuously
evaluate force readiness and organizational efficiency and effectiveness. The
inspection system provides the commander with a credible, independent
assessment process to measure the capability of assigned forces. Inspectors
benchmark best practices and exchange lessons learned and innovative methods.
7.30.2. Criminal activity and intelligence
operations against the Air Force threaten national security. When Air Force
personnel commit criminal offenses, illegal activity occurs on an Air Force
installation, or Air Force security is breached or compromised, the Air Force
must thoroughly investigate criminal allegations and intelligence threats and
refer them to appropriate authorities for action.
7.30.3. The mission of the U.S. Air Force is to
defend the U.S. and protect its interests through air, space and cyberspace.
Many aspects of carrying out this job involve legal issues. This chapter
provided information on the Air Force Inspection System, the Inspector General
Complaints Program, individual standards, and punitive actions. All four areas
are necessary to enable the Air Force to fulfill our national security
obligations efficiently and effectively.
Chapter 8
MILITARY CUSTOMS, COURTESIES, AND PROTOCOL FOR SPECIAL EVENTS
Section 8A Overview
8.1. Introduction.
Military customs and courtesies are proven
traditions that explain what should and should not be done in many situations.
They are acts of respect and courtesy when dealing with other people, and have
evolved as a result of the need for order, as well as the mutual respect and
sense of fraternity that exists among military personnel. Military customs and
courtesies go beyond basic politeness; they play an extremely important role in
building morale, esprit de corps, discipline, and mission effectiveness.
Customs and courtesies ensure proper respect for the military members and build
the foundation for self-discipline. Customs and courtesies are outlined in four
sections: Symbols, Professional Behavior, Drill and Ceremony, and Honor Guard.
Not all-inclusive, this chapter highlights many of the customs and courtesies
that make the Air Force and its people special.
Section 8B Symbols
8.2. The United States (U.S.) Flag.
The flag of the U.S. has not been
created by rhetorical sentences in declarations of independence and in bills of
rights. It has been created by the experience of a great people, and nothing is
written upon it that has not been written by their life. It is the embodiment,
not of a sentiment, but of a history.
President Woodrow Wilson
8.2.1. Laws of the U.S. Flag.
The laws relating to the flag of the U.S. of
America are outlined in detail in the United States Code. Title 4, United
States Code, Flag and Seal, Seat of Government, and the
States, Chapter 1, pertains to the U.S. flag; Chapter 2 pertains to the
seal; Chapter 3 pertains to the seat of the Government; and Chapter 4 pertains
to the States; and Title 36, United States Code, Patriotic
and National Observances, Ceremonies, and Organizations, Chapter 1,
pertains to patriotic customs and observances. Executive orders and
Presidential proclamations supplement these laws. See AFI 34-1201, Protocol, and AFPAM 34-1202, Guide to Protocol,
for Air Force-specific guidance on protocol, decorum, customs and courtesies
for Air Force ceremonies, conferences, and social events.
8.2.2. Sizes, Types, and
Occasions for Display.
Sizes, types, and occasions for display of the
flag of the U.S. are as follows:
8.2.2.1. Installation Flag. This
flag is lightweight nylon bunting material, 8 feet 11 3/8 inches by 17 feet and
is only displayed in fair weather from an installation flagstaff. This is the
typical flag used at Air Force installations.
8.2.2.2. All-Purpose
Flags. The following are types of authorized all-purpose flags:
8.2.2.2.1. All-Weather
(Storm) Flag. This flag is a lightweight nylon bunting material, 5
feet by 9 feet 6 inches. Use this size as an alternate for the installation
flag in inclement weather.
8.2.2.2.2.
All-Purpose Flag. This flag is made of rayon bunting
material, 3 feet by 4 feet. This size can be used for outdoor display with
flags of friendly foreign nations, in arrival ceremonies for international
dignitaries or to indicate joint occupancy of a building by two or more
countries. Also, commonly used as the flag presented at retirements.
8.2.2.3. Ceremonial
Flag. This flag is rayon or synthetic substitute material, 4 feet 4
inches by 5 feet 6 inches, trimmed on three edges with yellow rayon fringe 2
inches wide.
8.2.2.4. Organizational Flag. This
flag is rayon or synthetic substitute material and is 3 feet by 4 feet. This
flag is trimmed on three edges with rayon fringe 2 inches wide.
8.2.2.5. Interment Flag. This
flag is 5 feet by 9 feet 6 inches of any approved material. The interment flag
is authorized for deceased military personnel and for deceased veterans. This
is the size flag used to drape over a closed casket. To receive a flag, fill
out Veterans Affair Form 27-2008, Application for U.S. Flag
for Burial Purposes (available at http://www.cem.va.gov/burial_benefits/burial_flags.asp), and take it to any Veterans Administration
regional office or U.S. Post Office.
8.2.2.6. Retirement Flag. This
flag may be either 3 feet by 4 feet or 3 feet by 5 feet. Members retiring from
the Air Force are entitled to presentation of a U.S. flag. Base Organization
and Maintenance funds are authorized for this purchase. For details, refer to
AFI 65-601, Volume 1, Budget Guidance and Procedures.
8.2.2.7. Automobile Flags. There are two sizes of this
U.S. flag, each with specific uses.
8.2.2.7.1. The 12- by 18-inch flag is trimmed
on three sides with yellow fringe, 1 inch wide. This flag is displayed with the
individual automobile flag of the President and Vice President of the U.S.
8.2.2.7.2. The 18- by 26-inch flag is trimmed
on three sides with yellow fringe, 1 inch wide. This flag is displayed on
government automobiles of individuals who are authorized positional colors.
8.2.3. Time and Occasions for
Display.
The universal custom is to display the flag
only from sunrise to sunset on buildings and on stationary flagstaffs in the
open. However, when a patriotic effect is desired, the flag may be displayed 24
hours a day if properly illuminated during the hours of darkness. All flags
should be illuminated when displayed with the flag of the U.S.
8.2.3.1. Air Force installations are authorized
to fly one installation flag from reveille to retreat, normally on a flagstaff
placed in front of the installation headquarters. Additional flagstaffs and
flags are authorized adjacent to each dependent school on the installation.
Written requests for exceptions to policy are sent to the appropriate major
command vice commander for approval. The installation protocol office will
maintain the approval memorandum.
8.2.3.2. The flag should be hoisted briskly and
lowered ceremoniously.
8.2.3.3. The flag should not be displayed on
days when the weather is inclement, except when an all-weather flag is used.
8.2.3.4. The flag should be displayed on all
days, especially on New Year's Day, January 1; Inauguration Day, January 20; Martin
Luther King Jr.'s birthday, third Monday in January; Lincoln's Birthday,
February 12;
Washington's Birthday, third Monday in
February; Easter Sunday (variable); Mother's Day, second Sunday in May; Armed
Forces Day, third Saturday in May; Memorial Day (half-staff until noon), the
last Monday in May; Flag Day, June 14; Father's Day, third Sunday in June;
Independence Day, July 4; National Korean War Veterans Armistice Day, July 27;
Labor Day, first Monday in September; Constitution Day, September 17; Columbus
Day, second Monday in October; Navy Day, October 27; Veterans Day, November 11;
Thanksgiving Day, fourth Thursday in November; Christmas Day, December 25; and
such other days as may be proclaimed by the President of the U.S.; the
birthdays of States (date of admission); and on State holidays.
8.2.3.5. The flag should be displayed daily on
or near the main administration building of every public institution.
8.2.3.6. The flag should be displayed during
school days in or near every schoolhouse.
8.2.4. Position and Manner of
Display.
The following rules will be observed:
8.2.4.1. When carried in a procession with
another flag or flags, the flag of the U.S. should be either on the marching
right; that is, to the flag's own right (to the far right of all others)
(Figure 8.1), or, if there is a line of other flags, in front of the center
line. This also applies when flags are displayed in a stationary position.
Flags carried by Airmen are never at half-staff.
8.2.4.2. The U.S. flag, when displayed with
another flag against a wall from crossed staffs, should be on the right, the
flag's own right (observer's left), and the staff should be in front of the
staff of the other flag (Figure 8.2).
8.2.4.3. When the U.S. flag is displayed from a
flagstaff with other flags, the following applies:
8.2.4.3.1. When a number of flags are grouped
and displayed from staffs radiating from a central point, and no foreign flags
are in the display, the U.S. flag will be in the center and at the highest
point of the group as shown in Figure 8.3.
8.2.4.3.2. When a number of flags are displayed
from staffs set in a line, all staffs will be of the same height and same
finial. The U.S. flag will be at the right, which is to the left of an observer
facing the display (Figure 8.4). However, if no foreign national flags are
involved in the display, the U.S. flag may be placed at the center of the line
when displayed at a higher level than the other flags in the display (Figure
8.5).

Figure 8.1. U.S. Flag Carried in
Procession with Another Flag.

Figure 8.2. U.S. Flag and Another Flag Displayed with Crossed
Staffs.

Figure 8.3. U.S. Flag Displayed with Other Flags Radiating
from a Central Point.

Figure 8.4. U.S. Flag Displayed in a Line with Other Flags at
Equal Height
8.2.4.3.3. When flags of two or more nations
are displayed, they are flown from separate staffs of the same height. The
flags should be of equal size. International usage prescribes the display of
the flag of one nation equal to that of another nation in time of peace. The
flags are displayed in a line, alphabetically, using the English alphabet, with
the U.S. flag at its own right (the observer's left). When in North Atlantic
Treaty Organization countries, North Atlantic Treaty Organization member
country flags are displayed in French alphabetical order.
8.2.4.3.4. When the U.S. flag is displayed from
a staff projecting horizontally or at an angle from the windowsill, balcony, or
front of a building, the union (or blue field) of the flag should be placed at
the peak of the staff (Figure 8.6).
8.2.4.3.5. When displayed either horizontally
or vertically against a wall, the union should be uppermost and to the flag's
own right; that is, to the observer's left (Figure 8.7). When displayed in a
window, the flag should be displayed in the same way, with the union to the
left of observer in the street (Figure 8.8).

Figure 8.5. U.S. Flag Displayed in a Line with Other Flags at
Lower Level.

Figure 8.6. U.S. Flag Projected from a Building

Figure 8.7. U.S. Flag Positioned Vertically on Wall or Window.

Figure 8.8. U.S. Flag Positioned Horizontally on Wall or Window.
8.2.4.3.6. When the flag is displayed over the middle of the street, the flag should be suspended
vertically with the union to the north on an east and west street or to the
east on a north and south street.
8.2.4.3.7. When used on a speaker's platform,
the flag, if displayed flat, should be displayed above and behind the speaker
(Figure 8.9). When displayed from a staff in a church or public auditorium, the
U.S. flag should hold the position of superior prominence and in the position
of honor at the clergyman's or speaker's right as he or she faces the audience.
Any other flag so displayed should be placed on the left of the clergyman or
speaker or to the right of the audience (Figure 8.10).

Figure 8.9. United States Flag Displayed Flat at Speaker's Platform

Figure 8.10. United States Flag Displayed from a Staff on Stage
with Speaker.
8.2.4.3.8. When the flag is suspended across a
corridor or lobby in a building with only one main entrance, the flag should be
suspended vertically with the union of the flag to the observer's left upon
entering. If the building has more than one main entrance, the flag should be
suspended vertically near the center of the corridor or lobby with the union to
the north when entrances are to the east and west or to the east when entrances
are to the north and south. If there are entrances in more than two directions,
the union should be to the east. This includes aircraft hangars.
8.2.4.3.9. When three flag staffs are
positioned outside a building, there may be two display options. If the flag
staffs are in a straight line, then the flags should be of the same height with
the U.S. flag to its own right. Use the building looking out to the flags as
the point of reference for flag placement when flags are in line. If the flag
is positioned on the center staff, then the center staff must be higher than
the other two staffs.
8.2.4.3.10. On a closed casket, place the flag
lengthwise with the union at the head and over the left shoulder of the
deceased (Figure 8.11). When a full-couch casket is opened, remove the flag,
fold to the triangular shape of a cocked hat, and place in the lid at the head end
of the casket and just above the decedent s left shoulder. When a half-couch
casket is opened, fold the flag on the lower half of the casket in the same
relative position as when displayed full length on a closed casket. Do not
lower the flag into the grave, and do not allow the flag to touch the ground.
The interment flag may be given to the next of kin at the conclusion of the
interment.

Figure 8.11. U.S. Flag Draped Over a Closed Casket.
8.2.4.3.11. Drape the flag left to right when
posted and also when used in official photographs. The blue field is on top
with stripes running left to right.
8.2.4.3.12. When painted or displayed on an
aircraft or vehicle, the union is toward the front and the stripes trail.
8.2.5. Respect for the U.S.
Flag.
No disrespect should be shown to the U.S. flag;
the flag will not be dipped to any person or thing. Regimental colors, state
flags, and organizational or institutional flags are always dipped as a mark of
respect to the U.S. flag. However, the Air Force flag and organizational flags
will be dipped as appropriate. Military members will render the military salute
as appropriate. At no time will a foreign national flag be dipped.
8.2.5.1. The flag should never be displayed
with union down, except as a signal of dire distress in instances of extreme
danger to life or property.
8.2.5.2. The flag should never touch anything
beneath it, such as the ground, the floor, water, or merchandise. The flag
should never be used as the covering for a statue or monument, although the
flag could form a distinctive feature in a ceremony of the unveiling of a
statue or monument.
8.2.5.3. The flag should never be carried flat
or horizontally, but always aloft and free.
8.2.5.4. The flag should never be used as
wearing apparel, bedding, or drapery. The flag should never be festooned, drawn
back, up, or in folds, but always allowed to fall free (for example, the flag
should not be used to cover a speaker's podium, drape the front of a platform,
or for other decoration. A proper substitute is bunting of blue, white, and
red, always arranged with the blue above, the white in the middle, and the red
below).
8.2.5.5. The flag should never be fastened,
displayed, used, or stored in such a manner as to permit the flag to be easily
torn, soiled, or damaged.
8.2.5.6. The flag should never be used as a
covering for a ceiling.
8.2.5.7. The flag should never have placed upon
it, nor on any part of it, nor attached to it any mark, insignia, letter, word,
figure, design, picture, or drawing of any nature.
8.2.5.8. The flag should never be used as a
receptacle for receiving, holding, carrying, or delivering anything.
8.2.5.9. The flag should never be used for
advertising purposes or be embroidered on such articles as cushions or
handkerchiefs. Moreover, the flag should not be printed or otherwise impressed
on paper napkins or boxes or anything that is designed for temporary use and
discard. Advertising signs should not be fastened to a staff or halyard from
which the flag is flown.
8.2.5.10. No part of the flag should be used as
a costume or athletic uniform. However, a flag patch may be affixed to the
uniform of military personnel, firemen, policemen, and members of patriotic
organizations. A lapel flag pin, being a replica of the flag, should be worn on
the left lapel near the heart. Patches worn on uniforms depicting the U.S. flag
should be worn on the left shoulder, with the union to the viewer's left.
8.2.5.11. The flag should not be displayed on a
float in a parade except from a staff.
8.2.5.12. The flag should not be draped over
the hood, top, sides, or back of a vehicle, railroad train, or boat. When the
flag is displayed on an automobile, the staff should be fixed firmly to the
chassis or clamped to the right fender.
8.2.5.13. No other flag or pennant should be
placed above or, if on the same level, to the right (observer's left) of the
U.S. flag, except during church services conducted by naval chaplains at sea
when the church pennant may be flown above the flag during church services for
the personnel of the Navy.
8.2.6. Display of the U.S.
Flag at Half-staff.
The U.S. flag is flown at half-staff throughout
the U.S., territories and possessions on all Department of Defense buildings,
grounds, and naval vessels on several days throughout the year according to DoDI 1005.06, Display of the
National Flag at Half-Staff (Figures 8.12 and 8.13).

Figure 8.12. U.S. Flag at Full Staff.

Figure 8.13. U.S. Flag at Half-staff.
8.2.6.1. The following days apply:
8.2.6.1.1. On Memorial Day, fly the flag at
half-staff until noon, then raise to the top of the staff.
8.2.6.1.2. On Peace Officers Memorial Day, 15
May, unless that day is also Armed Forces Day.
8.2.6.1.3. On Patriot Day, 11 September.
8.2.6.1.4. On National Pearl Harbor Remembrance
Day, 7 December.
8.2.6.1.5. Each year in honor of the National
Fallen Firefighters Memorial Service according to Public Law 107-51.
This date is usually the first Sunday in October and is announced annually by
Presidential Proclamation.
8.2.6.1.6. On the death of individuals in
accordance with AFI 34-1201.
8.2.6.1.7. When so directed by the President of
the U.S. or the Secretary of Defense.
8.2.6.2. The responsible military commander
ensures the procedures for flying the flag at half-staff are executed as
follows:
8.2.6.2.1. The term half-staff means the
position of the flag when the flag is one-half the distance between the top and
bottom of the staff.
8.2.6.2.2. When flown at half-staff, first
hoist the flag to the peak for an instant and then lower to the half-staff
position. Raise the flag again to the peak position before lowering the flag
for the end of the day.
8.2.6.3. The flag is flown at half-staff
outside the U.S. on Department of Defense buildings, grounds, and naval vessels
even if another nation's flag is flown full staff next to the U.S. flag.
8.2.6.4. All flags displayed with the U.S. flag
are flown at half-staff when the U.S. flag is flown at half-staff, with the
exception of foreign national flags, unless the foreign country has granted
permission for their flag to also be at half-staff.
8.2.6.5. The Heads of Department of Defense
components may direct that the flag be flown at half-staff on buildings, grounds,
or naval vessels under their jurisdiction on occasions when they consider the
flag be flown at half-staff proper and appropriate. Within the Air Force, this
authority is delegated to the installation commander. Any time an installation
commander decides to fly the flag at half-staff based on this local authority
for a local death, state the reason on the base marquees to avoid confusion.
8.2.7. Care and Disposition
of U.S. Flags.
Exercise extreme care to ensure proper handling
and cleaning of soiled flags. Professionally mend a torn flag, but destroy a
badly torn or tattered flag. Title 4, U.S. Code, Chapter 1, states: "The
flag, when it is in such condition that it is no longer a fitting emblem for
display, should be destroyed in a dignified way, preferably by burning."
There may be instances when a flag is retired from service and preserved
because of its historical significance. In this case, the unit must request
disposition instructions from the proper authority, such as the installation
honor guard or protocol office.
8.2.8. How to Obtain a Flag
Flown Over the Capitol.
Constituents may arrange to purchase flags
flown over the Capitol by getting in touch with their Senator or
Representative. A certificate signed by the Architect of the Capitol accompanies
each flag. Ordering procedures are outlined at the following web site: www.aoc.gov/flags.
8.3. Department of the Air Force
Seal:

Figure 8.14. Air Force Seal
8.3.1. Description.
The official Air Force colors of ultramarine
blue and Air Force yellow are reflected in the Air Force Seal; the circular
background is ultramarine blue, and the trim is Air Force yellow (Figure 8.14).
The 13 white stars represent the original 13 colonies. The Air Force yellow
numerals under the shield stand for 1947, the year the Department of the Air
Force was established. The band encircling the whole design is white edged in
Air Force yellow with black lettering reading Department of the Air Force on
the top and U.S. of America on the bottom. Centered on the circular background
is the Air Force Coat of Arms, consisting of the crest and shield.
8.3.1.1. The crest consists of the eagle,
wreath, and cloud form. The American bald eagle symbolizes the U.S. air power,
and appears in natural colors. The wreath under the eagle is made up of six
alternate folds of metal (white, representing silver) and light blue. This
repeats the metal and color used in the shield. The white clouds behind the
eagle denote the start of a new sky.
8.3.1.2. The shield, directly below the eagle
and wreath, is divided horizontally into two parts by a nebular line
representing clouds. The top part bears an Air Force yellow thunderbolt with
flames in natural color that shows striking power through the use of aerospace.
The thunderbolt consists of an Air Force yellow vertical twist with three
natural color flames on each end crossing a pair of horizontal wings with eight
lightning bolts. The background of the top part is light blue representing the
sky. The lower part is white representing metal silver.
8.3.2. Authorized and
Unauthorized Uses of the Seal and Coat of Arms.
Title 18, United States Code, Section 506, Seals of Departments or Agencies, protects the Air Force seal from
unauthorized use. Falsely making, forging, counterfeiting, mutilating, or
altering the seal or knowingly using or possessing with fraudulent intent any
such altered seal is punishable by law. AFMAN 33-326, Preparing
Official Communications, Attachment 2, outlines the authorized users
and uses of the seal or any part thereof. The Coat of Arms is authorized for
unofficial use when approved by the Secretary of the Air Force of Public
Affairs (SAF/PA). This approving authority was delegated to the Air Force
Public Affairs Agency (AFPAA), a Field Operating Agency of SAF/PA.
8.4. Official Air Force Symbol:
8.4.1. The Air Force Symbol (Figure 8.15) was
designated the official symbol of the U.S. Air Force on 5 May 2004. The
Symbol honors the heritage of our past and represents the promise of our
future. Furthermore, the symbol retains the core elements of our Air Corps
heritage the Arnold wings and star with circle and modernizes them to reflect
our air and space force of today and tomorrow.

Figure 8.15. Air Force Symbol
8.4.2. The Symbol has two main parts. In the
upper half, the stylized wings represent the stripes of our strength our
enlisted men and women. The wings are drawn with great angularity to emphasize
our swiftness and power and are divided into six sections which represent our
distinctive capabilities air and space superiority, global attack, rapid global
mobility, precision engagement, information superiority, and agile combat
support.
8.4.3. In the lower half are a sphere, a star,
and three diamonds. The sphere within the star represents the globe. Moreover,
the symbol reminds us of our obligation to secure our Nation's freedom with
global vigilance, reach, and power. The globe also reminds us of our challenge
as an expeditionary force to respond rapidly to crises and to provide decisive
air and space power worldwide.
8.4.4. The area surrounding the sphere takes
the shape of a star. The star has many meanings. The five points represent the
components of our one force and family our Regular Air Force, civilians, Guard,
Reserve, and retirees. The star symbolizes space as the high ground of our
nation's air and space force. The rallying symbol in all our wars, the star
also represents our officer corps, central to our combat leadership.
8.4.5. The star is framed with three diamonds
that represent our core values integrity first, service before self, and
excellence in all we do. The elements come together to form one symbol that
presents two powerful images at once an eagle, the emblem of our Nation; and a
medal, representing valor in service to our Nation.
8.4.6. The Air Force Symbol is a registered
trademark (registration number 2,767,190) and must be protected against
unauthorized use or alterations to approved versions. Approved versions of the
Symbol are available for download on the Air Force Portal, under the Library
& Resources' tab. Instructions for the proper use and display of the Symbol
can be found in AFI 35-114, Air Force Branding and Trademark
Licensing Program, in Department of Defense s Important
Information and Guidelines About the Use of Department of Defense Seals, Logos,
Insignia, and Service Medals, and at www.trademark.af.mil. Department of Defense employees and their immediate families
may use the Symbol on personal items such as printed materials, clothing,
literature, briefings, coins, web sites, and food; however, use must adhere to
the resources above. Furthermore, these personal items must not be used in
advertising, intended for personal gain, made available for sale, or create
perceived/potential endorsements. Any individual, group, organization, or company
wishing to use the Symbol beyond the scope of personal items' should be
directed to the Air Force Branding and Trademark Licensing Office.
Section 8C
Professional Behavior
8.5. Respect for the Flag.
The procedures to use when showing respect to the
flag and the national anthem include:
8.5.1. When outdoors, all personnel in uniform,
except those in formation must face the flag and salute during the raising and
lowering of the flag. Upon the first note of the national anthem or To the
Colors, all personnel in uniform who are not in formation will stand at
attention, face the flag (or the sound of the music, if the flag is not
visible), and salute. Hold the salute until the last note of the national
anthem or To the Colors' is played.
8.5.2. All vehicles in motion will pull to the
side of the road and stop. All occupants sit quietly until the last note of the
national anthem or To the Colors' has played.
8.5.3. When in civilian clothes, face the flag
(or the sound of the music if the flag is not visible) and stand at attention
with the right hand placed over the heart or render a salute.
8.5.4. If indoors during retreat or reveille,
there is no need to stand or salute. However, everyone must stand during the
playing of the national anthem before a showing of a movie while in the base
theater. When listening to a radio or watching television, no specific action
is necessary. Additionally, a folded flag is considered cased; therefore, a
salute is not necessary.
8.6. Saluting.
The salute is a courteous exchange of
greetings, with the junior member always saluting the senior member first. A
salute is also rendered to the flag as a sign of respect. Any Airman, NCO, or
officer recognizing a need to salute or a need to return a salute may do so
anywhere at any time. When returning or rendering an individual salute, the
head and eyes are turned toward the flag or person saluted. Guidance when
exchanging salutes includes:
8.6.1. Outdoors.
Salutes are exchanged upon recognition between
officers or warrant officers and enlisted members of the Armed Forces when they
are in uniform. Saluting outdoors means salutes are exchanged when the persons
involved are outside of a building. For example, if a person is on a porch, a
covered sidewalk, a bus stop, a covered or open entryway, or a reviewing stand,
the salute will be exchanged with a person on the sidewalk outside of the
structure or with a person approaching or in the same structure. This applies
both on and off military installations. The junior member should initiate the
salute in time to allow the senior officer to return it. To prescribe an exact
distance for all circumstances is not practical; however, good judgment should
dictate when salutes are exchanged. Superiors carrying articles in both hands
need not return the salute, but should nod in return or verbally acknowledge
the salute. If the junior member is carrying articles in both hands, verbal
greetings should be exchanged. Also, use the same procedures when greeting an
officer of a foreign nation. Use these procedures in:
8.6.1.1. Formation. Members
do not salute or return a salute unless given the command to do so. The person
in charge salutes and acknowledges salutes for the whole formation.
8.6.1.2. Groups,
But Not in Formation. When a senior officer approaches, the first
individual noticing the officer calls the group to attention. All members face
the officer and salute. If the officer addresses an individual or the group,
all remain at attention (unless otherwise ordered) until the end of the
conversation, at which time they salute the officer.
8.6.1.3. Public
Gatherings. Salutes between individuals are not required in public
gatherings, such as sporting events, meetings, or when a salute would be inappropriate
or impractical.
8.6.1.4. Moving Military
Vehicles. Exchange of salutes between military pedestrians (including
gate sentries) and officers in moving military vehicles is not mandatory.
However, when officer passengers are readily identifiable (for example,
officers in appropriately marked staff vehicles), the salute must be rendered.
8.6.1.5. The Presence of
Civilians. Persons in uniform may salute civilians. The President of
the U.S., as Commander in Chief of the Armed Forces, is always accorded the
honor of a salute. AFI 34-1201 provides additional guidance. In addition, if
the exchange of salutes is otherwise appropriate, customs encourage military
members in civilian clothes to exchange salutes upon recognition.
8.6.1.6. A Work Detail. In
a work detail, individual workers do not salute. The person in charge salutes
for the entire detail.
8.6.1.7. Military
Funeral. When at a military funeral in uniform, salute the caisson or
hearse as it passes and the casket as it is carried by your position. You also
salute during the firing of volleys and the playing of Taps.
8.6.2. Indoors.
Except for formal reporting, salutes are not
rendered.
8.7. Military Etiquette.
Etiquette is defined as common, everyday
courtesy. The military world, like the civilian world, functions more smoothly
and pleasantly when members practice good manners.
8.7.1. Simple things like saying please and
thank you help the organization run smoother because people respond more
enthusiastically when asked in a courteous manner to do something. They also
appreciate knowing their efforts are recognized when told thank you.
8.7.2. One of the most valuable habits anyone
can develop is to be on time for appointments. Granted, sometimes a person
cannot avoid being late. When this happens, the best course of action is to
call ahead or to reschedule the appointment. Do not keep others waiting. 8.7.3.
Address civil service employees properly. As a rule, address them appropriately
as Mr., Mrs., Miss, or Ms. and their last name, unless requested to do
otherwise. Always address a superior formally. This is especially important in
most foreign countries where using first names on the job is much more limited
than in the U.S.
8.7.4. Don t gossip. A
discussion of personal habits, problems, and activities (real or rumored) of
others often results in quarrels and disputes among people who work together.
The morale of any unit may suffer because of feuds that arise from gossip. The
best policy is not to gossip and to discourage others from gossiping.
8.7.5. Use proper telephone etiquette. Always be polite and
identify yourself and your organization. When an individual is not available to
take a call, ask: May I take a message? or Is there
something I may help you with? If taking a message to return a call, write down
the individual's name, organization, telephone number, the message, and then
pass this information along to the intended recipient.
8.7.6. Do not lean or sit on desks. Also, do
not lean back in a chair or put feet on desks. This type of conduct doesn t
present a professional military image.
8.7.7. In general, use common sense, be
considerate of other people, and insist your subordinates do the same.
8.8. Courtesies to Other Services:
8.8.1. The collective efforts of the Air Force,
Army, Navy, Marines, and Coast Guard provide for the defense of the country
against aggression. All Services are part of the military team; therefore,
extend the same military courtesies to members of the other Services. While
there is a friendly natural rivalry between the Services, military courtesies
among Services remain the same. Thus, the members of the other Services are as
much comrades-in-arms as are any Airmen.
8.8.2. This is equally true of the friendly
armed forces of the United Nations. Salute all commissioned officers and pay
the same respect to the national anthems and flags of other nations as rendered
the U.S. national anthem and flag. While not necessary to learn the identifying
insignia of the military grades of all nations, you should learn the insignia
of the most frequently contacted nations, particularly during an overseas
assignment or deployment.
8.9. Respect and Recognition:
8.9.1. Common Acts of
Courtesy.
Common acts of courtesy among all Air Force
personnel aid in maintaining discipline and promoting the smooth conduct of
affairs in the military establishment. When courtesy falters within a unit,
discipline ceases to function, and accomplishing the mission is endangered.
Many of the Air Force courtesies involve the salute. There are, however, many
other courtesies commonly extended to superiors, subordinates, and working
associates. Some acts of courtesies include:
8.9.1.1. Giving the senior person, enlisted or
commissioned, the position of honor when walking, riding, or sitting with him
or her at all times. The junior person takes the position to the senior's left.
8.9.1.2. When reporting to an officer indoors,
knock once and enter when told to do so. Upon entering, march to approximately
two paces from the officer or desk, halt, salute, and report in this manner:
Sir (Ma am), Airman Smith reports as ordered, or Sir (Ma am), Airman Smith
reports. When the conversation is completed, execute a sharp salute and hold
until the officer acknowledges the salute, then perform the appropriate facing movements
and depart.
8.9.1.3. Unless told otherwise, rise and stand
at attention when a senior official enters or departs a room. If more than one
person is present, the person who first sees the officer calls the group to
attention. However, if an officer is already in the room who is equal to or has
a higher rank than the officer entering the room, do not call the room to
attention.
8.9.1.4. Military personnel enter automobiles
and small boats in reverse order of rank. Juniors will enter a vehicle first and
take their appropriate seat on the senior s left. The senior officer will be
the last to enter the vehicle and the first to leave.
8.9.2. Terms of
Address. For the proper terms of address, refer to Figure 8.16.
Figure 8.16. Terms of Address.
|
Rank |
Abbreviations |
Terms of Address |
|
SNCO Tier |
||
|
Chief
Master Sergeant of the Air Force |
CMSAF |
Chief Master Sergeant of the Air Force or Chief |
|
Chief
Master Sergeant |
CMSgt |
Chief Master Sergeant or Chief |
|
Senior
Master Sergeant |
SMSgt |
Senior Master Sergeant or Sergeant |
|
Master
Sergeant |
MSgt |
Master Sergeant or Sergeant |
|
NCO Tier |
||
|
Technical
Sergeant |
TSgt |
Technical Sergeant or Sergeant |
|
Staff
Sergeant |
SSgt |
Staff Sergeant or Sergeant |
|
Airman Tier |
||
|
Senior
Airman |
SrA |
Senior Airman or Airman |
|
Airman
First Class |
A1C |
Airman First Class or Airman |
|
Airman |
Amn |
Airman |
|
Airman
Basic |
AB |
Airman Basic or Airman |
Section 8D Drill and
Ceremony
8.10. Flag Ceremonies:
8.10.1. Reveille.
The signal for the start of the official duty
day is the reveille. Because the time for the start of the duty day varies
between bases, the commander designates the specified time for reveille. If the
commander desires, a reveille ceremony may accompany the raising of the flag. This
ceremony takes place after sunrise near the base flagstaff. In the unit area,
reveille is normally held using the formation of squadron in line. This
formation is used when a reveille ceremony is not held at the base flagstaff.
Procedures for reveille include:
8.10.1.1. Shortly before the specified time,
Airmen march to a pre-designated position near the base flagstaff, halt, face
toward the flagstaff, and dress. The flag security detail arrives at the
flagstaff at this time and remains at attention.
8.10.1.2. The unit commander (or senior
participant) commands Parade, REST.
8.10.1.3. At the specified time for reveille,
the unit commander commands SOUND REVEILLE. The flag detail assumes the
position of attention, moves to the flagstaff, and attaches the flag to the
halyards.
8.10.1.4. After reveille is played, the unit
commander commands Squadron, ATTENTION and Present, ARMS and then faces the
flagstaff and executes present arms. On this signal, the national anthem or To
the Colors' is sounded. 8.10.1.5. On the first note of the national anthem or
To the Colors, the flag security detail begins to raise the flag briskly. The
senior member of the detail holds the flag to keep the flag from touching the
ground.
8.10.1.6. The unit commander holds the salute
until the last note of the national anthem or To the Colors' is played. Then he
or she executes order arms, faces about, and commands Order, ARMS. The Airmen
are then marched back to the dismissal area.
8.10.2. Raising the Flag:
8.10.2.1. When practical, a detail consisting
of one NCO and two Airmen hoists the flag. This detail should carry sidearms if
the special equipment of the guard includes sidearms.
8.10.2.2. The detail forms in line with the NCO
carrying the flag in the center. The detail then marches to the flagstaff and
halts, and the flag is attached to the halyards. The flag is always raised and
lowered from the leeward side of the flagstaff. The two Airmen attend the
halyards, taking a position facing the staff to hoist the flag without
entangling the halyards.
8.10.2.3. The NCO continues to hold the flag
until hoisted clear of his or her grasp, taking particular care that no portion
of the flag touches the ground. When the flag is clear of the grasp, the NCO
comes to attention and executes present arms.
8.10.2.4. On the last note of the national
anthem, To the Colors, or after the flag has been hoisted to the staff head,
all members of the detail execute order arms on command of the senior member.
The halyards are then secured to the cleat of the staff or, if appropriate, the
flag is lowered to half-staff and the halyards are secured. The detail is
formed again and then marches to the dismissal area.
8.10.3. Retreat Ceremony:
8.10.3.1. The retreat ceremony serves
a twofold purpose: signals the end of the official duty day and serves as a
ceremony for paying respect to the U.S. flag. Because the time for the end of
the duty day varies, the commander designates the time for the retreat
ceremony. The retreat ceremony may take place at the squadron area, on the base
parade ground, or near the base flagstaff. If conducted within the squadron
area, the ceremony usually does not involve a parade. If conducted at the base
parade ground, retreat may be part of the parade ceremony. For retreat
ceremonies conducted at the base flagstaff, the units participating may be
formed in line or massed, depending on the size and number of units and the
space available.
8.10.3.2. Shortly before the specified time for
retreat, the band and Airmen participating in the ceremony are positioned
facing the flagstaff and dressed. If marching to and from the flagstaff, the
band precedes the Airmen participating in the ceremony.
8.10.3.3. If the band and Airmen march to the
flagstaff, a flag security detail also marches to the flagstaff and halts, and
the senior member gives the command Parade, REST to the security detail.
8.10.3.4. As soon as the Airmen are dressed,
the commander commands Parade, REST. The commander then faces the flagstaff,
assumes the position of the Airmen, and waits for the specified time for
retreat.
8.10.3.5. At the specified time, the commander
orders the bandleader to sound retreat by commanding SOUND RETREAT.
8.10.3.6. The band plays retreat. If a band is
not present, recorded music is played over the base public address system.
During the playing of retreat, junior members of the flag security detail
assume the position of attention and move to the flagstaff to arrange the
halyards for proper lowering of the flag. Once the halyards are arranged, the junior
members of the flag security detail execute parade rest in unison.
8.10.3.7. Uniformed military members not
assigned to a formation face the flag (if visible) or the music and assume the
position of parade rest on the first note of retreat. Upon completion of
retreat, they should assume the position of attention and salute on the first
note of the national anthem or To the Colors.
8.10.3.8. After the band plays retreat, the
commander faces about and commands Squadron (Group, etc.), ATTENTION. 8.10.3.9.
The commander then commands Present, ARMS. As soon as the Airmen execute
present arms, the commander faces to the front and also assumes present arms.
The members of the flag security detail execute present arms on command of the
commander.
8.10.3.10. The band plays the national anthem,
or the bugler plays To the Colors. The junior members of the flag security
detail lower the flag slowly and with dignity.
8.10.3.11. The commander executes order arms
when the last note of the national anthem or To the Colors' is played and the
flag is securely grasped. The commander faces about, gives the Airmen Order,
ARMS, and then faces to the front.
8.10.3.12. The flag security detail folds the
flag as illustrated in Figure 8.17. The senior member of the detail remains at
attention while the flag is folded unless needed to control the flag.
8.10.3.13. When the flag is folded, the flag
security detail, with the senior member on the right and the flag bearer in the
center, marches to a position three paces from the commander. (Note: In an informal ceremony, the detail marches three paces
from the officer of the day.) The senior member salutes and reports Sir (Ma
am), the flag is secured. The commander returns the salute, and the flag
security detail marches away. The Airmen are then marched to their areas and
dismissed.

8.17. Folding the U.S. Flag
8.10.4. Lowering the Flag:
8.10.4.1. When practical, the persons lowering
the flag should be one NCO and three Airmen for the all-purpose flag and one
NCO and five Airmen for the installation flag.
8.10.4.2. The detail is formed and marched to
the flagstaff. The halyards are detached and attended from the leeward side.
8.10.4.3. On the first note of the national anthem or To the Colors, the
members of the detail not lowering the flag execute present arms. The lowering
of the flag is coordinated with the playing of the music so the two are
completed at the same time. 8.10.4.4. The senior member commands the detail
Order, ARMs' when the flag is low enough to be received. If at half-staff,
briskly hoist the flag to the staff head while retreat is sounded and then
lower on the first note of the national anthem or To the Colors.
8.10.4.5. The flag is detached from the
halyards and folded. The halyards are secured to the staff.
8.10.5. Pledge of Allegiance
to the Flag.
The Pledge of Allegiance to the flag, I pledge
allegiance to the flag of the U.S. of America and to the Republic for which it
stands, one Nation under God, indivisible, with liberty and justice for all
should be rendered by standing at attention and facing the flag. When not in
uniform, persons should remove any non-religious headdress with their right
hand and hold it at the left shoulder, with the hand being over the heart.
Persons in uniform should remain silent, face the flag, and render the military
salute if outdoors and indoors if in formation and wearing appropriate
headdress. If indoors and without headdress, military members should stand at
attention, remain silent, and face the flag. Military members in uniform do not
recite the Pledge of Allegiance to the flag.
8.10.6. Flag Folding Ceremony.
Although several flag folding ceremony options
are offered by various national interest groups, these are not official Air
Force ceremonies. According to Title 4, United States Code, no specific meaning
is assigned to the folds of the flag. The Air Force developed a script that
provides a historical perspective on the flag. There are no ceremonies in the
Air Force requiring a script to be read when the flag is folded. However, when
a flag folding ceremony is desired and conducted by Air Force personnel at any
location, on or off an installation, this script is the only one that may be
used. Refer back to Figure 8.17 for the proper method for folding the U.S. flag
and Figure 8.18 for a copy of this script.
Figure 8.18. Flag Folding Ceremony.
Flag Folding Ceremony
Air Force Script For more than 200 years, the American flag has been the symbol of
our Nation's unity, as well as a source of pride and inspiration for millions
of citizens.
Born on June 14, 1777, the Second Continental
Congress determined that the flag of the U.S. be 13 stripes, alternating
between 7 red and 6 white; and that the union be 13 stars, white in a blue
field representing a new constellation. (1)
Between 1777 and 1960, the shape and design of
the flag evolved into the flag presented before you today. The 13 horizontal
stripes represent the original 13 colonies, while the stars represent the 50
states of the Union. The colors of the flag are symbolic as well; red
symbolizes hardiness and valor; white signifies purity and innocence; and blue
represents vigilance, perseverance, and justice. (1)
Traditionally, a symbol of liberty, the
American flag has carried the message of freedom, and inspired Americans, both
at home and abroad.
In 1814, Francis Scott Key was so moved at
seeing the Stars and Stripes waving after the British shelling of Baltimore's
Fort McHenry that he wrote the words to The Star Spangled Banner. (2)
In 1892 the flag inspired Francis Bellamy to
write the Pledge of Allegiance, our most famous flag salute and patriotic oath.
(2)
In July 1969 the American flag was flown in
space when Neil Armstrong planted it on the surface of the moon. (2)
Today, our flag flies on constellations of Air
Force satellites that circle our globe, and on the fin flash of our aircraft in
harm's way in every corner of the world. Indeed, it flies in the heart of every
Airman who serves our great Nation. The sun never sets on our U.S. Air Force,
nor on the flag we so proudly cherish. (2)
Since 1776, no generation of Americans has been
spared the responsibility of defending freedom Today's Airmen remain committed
to preserving the freedom that others won for us for generations to come.
By displaying the flag and giving it a
distinctive fold we show respect to the flag and express our gratitude to those
individuals who fought, and continue to fight for freedom, at home and abroad.
Since the dawn of the 20th century, Airmen have proudly flown the flag in every
major conflict on lands and skies around the world. It is their responsibility
our responsibility to continue to protect and preserve the rights, privileges,
and freedoms that we, as Americans, enjoy today. The U.S. flag represents who
we are. It stands for the freedom we all share and the pride and patriotism we
feel for our country. We cherish its legacy as a beacon of hope to one and all.
Long may it wave.
Legend:
(1) From a report Secretary of Congress Robert
Thompson wrote to define the Seal of our Nation (1777).
(2) Based upon historical facts.
8.11. Air Force Ceremonies.
The Air Force has many different types of
ceremonies that are unique customs of our military profession. Some of these
ceremonies are very formal and elaborate, while others are quite simple and
personal. Award, decoration, promotion, reenlistment, and retirement ceremonies
are a few of the most common within the Air Force.
8.11.1. Award Ceremony. An award ceremony affords an opportunity to recognize a member's
accomplishments. The commander or other official determines whether to present
an award at a formal ceremony or to present it informally. Many units present
awards during commander's call. Because there are no specific guidelines for an
award presentation, commanders and supervisors must ensure the presentation
method reflects the significance of the award.
8.11.2. Decoration Ceremony:
8.11.2.1. Basic Guidelines. Decoration
ceremonies formally recognize service members for meritorious service,
outstanding achievement, or heroism. A formal and dignified ceremony is
necessary to preserve the integrity and value of decorations. When possible,
the commander should personally present the decoration. Regardless of where the
presentation is conducted, the ceremony is conducted at the earliest possible
date after approval of the decoration. All military participants and attendees
should wear the uniform specified by the host. If in doubt, the Service Dress
rather than the Airman Battle Uniform is recommended. At the commander's
discretion, a photographer may take pictures during the ceremony.
8.11.2.2. Procedures. Although
decoration ceremonies may differ slightly from one unit to another, they
normally begin by announcing ATTENTION TO ORDERS. All members in attendance
stand at attention and face the commander and the recipient. The commander s
assistant reads the citation while the commander and recipient stand at
attention. After the citation is read, the commander and recipient face each
other, and the commander affixes the medal on the individual's uniform. The
commander next extends personal congratulations and a handshake while presenting
the decoration certificate. The recipient salutes the commander, and the
commander returns the salute to conclude the formal part of the ceremony.
Attendees are then invited to personally congratulate the recipient and enjoy
any refreshments provided.
8.11.3. Promotion Ceremony:
8.11.3.1. Basic Guidelines. Promotions are significant
events in the lives of military people. Commanders and supervisors are
responsible for ensuring their personnel receive proper recognition. Many of
the guidelines for promotion ceremonies are the same as for decoration
ceremonies. Because most promotions are effective the first day of the month,
the promotion ceremony is customarily conducted on the last duty day before the
promotion. Some bases hold a base-wide promotion for all promotees; many
organizations have operating instructions detailing how promotion ceremonies
will be conducted.
8.11.3.2. Procedures. The
national anthem, reaffirmation of the Oath of Enlistment, and the Air Force
Song are options that add decorum to the event.
8.11.4. Reenlistment Ceremony:
8.11.4.1. Basic Guidelines. Unit commanders will honor all reenlistees through a
dignified reenlistment ceremony. The Airman may request any commissioned
officer to perform the ceremony and may invite guests. The member's immediate
family should be invited. This reinforces the fact that when a member makes a
commitment to the Air Force, the family is also making a commitment. Any
regular, reserve, guard, or retired commissioned officer of the U.S. Armed
Forces may perform the ceremony, which may be conducted in any place that lends
dignity to the event. The U.S. flag must form a backdrop for the
participants. Reenlistees and reenlisting officers must wear an
authorized uniform for the ceremony. Exception: The
uniform requirement is optional for retired officers.
8.11.4.2. Procedures. The
core of the ceremony is the Oath of Enlistment. The oath is recited by the officer and repeated by
the reenlistee. The reenlistee and the officer administering the
oath must be physically collocated during the ceremony. Once completed, the
officer congratulates the reenlistee and invites the other attendees
to do the same. Refreshments may be served.
8.11.5. Retirement Ceremony:
8.11.5.1. Basic
Guidelines. Recognition upon retirement is a longstanding tradition of
military service. Each commander makes sure members leave with a tangible
expression of appreciation for their contributions to the Air Force mission and
with the assurance they will continue to be a part of the Air Force family in
retirement. Anyone involved in planning a retirement should consult AFI
36-3203, Service Retirements, for complete details.
The following paragraphs are extracts from AFI 36-3203:
8.11.5.1.1. Commanders are responsible for ensuring members have a retirement
ceremony to recognize their contributions. They must offer the retiring member
the courtesy of a formal ceremony in keeping with the customs and traditions of
the Service. If possible, a general officer conducts the ceremony. Ceremonies
held as part of formal military formations, such as retreats and parades, are
further encouraged if conditions permit.
8.11.5.1.2. During the retirement ceremony, the member receives a certificate
of retirement, a U.S. Flag, the Air Force retired lapel button, Certificate of
Appreciation for Service in the Armed Forces of the U.S., and appropriate
awards, decorations, honors, and letters of appreciation. If possible, avoid
using dummy elements that the member cannot keep. Family members and friends
should be invited and encouraged to attend the ceremony. Furthermore, the
member's spouse is customarily presented with a certificate of appreciation for
the support and sacrifices made during the member's career.
8.11.5.1.3. Commanders follow formal ceremony procedures unless the member
prefers otherwise. If the member doesn t want a formal ceremony or for any
reason (leave or hospitalization) can t be present for duty on the retirement
date, the commander personally presents all decorations and any awards or
honors to the member at another time. The retirement certificate is not mailed
to the member's retirement address unless there is no other choice.
8.11.5.2. Procedures. AFPAM
34-1202 outlines an approved sequence of events for indoor retirement
ceremonies. Figure 8.19 provides a general guideline that may be used to assist
in planning a retirement ceremony as well as many other ceremonies.
Figure 8.19. General Guideline for
Planning a Retirement Ceremony.
|
v |
Appoint someone to set up the ceremony. |
|
v |
Notify the honoree to ensure the date and times are good. Select and reserve a location for the ceremony. |
|
v |
Determine whom the honoree would like to assist with the ceremony honors and have the honoree extend the invitation. |
|
v |
Mail personal invitations to guests
(optional) or use AFIT's E-Invitations' free web application at: |
|
v |
Ensure all award elements and certificates are ready. Select an emcee and individuals to act as escorts to any special guests as required. |
|
v |
Request photographic support from the multimedia center. |
|
v |
Ensure media equipment, if appropriate, is available. Recommend a walk through of the actual ceremony. |
|
v |
Order refreshments. |
|
v |
Print programs and make or obtain signs for seating and parking for special guests. Verify the guest list with the honoree and obtain special guest information (relationship, title, and correct spelling of name). Provide guest information, agenda, proposed remarks, applicable biographies or personnel records, and honoree's personal data to the officiating officer and emcee. |
|
v |
Perform a dry run of the ceremony with all key players. |
|
v |
Set up the location at least 2 hours before the ceremony. Meet with the honoree to go over last-minute details. |
|
v |
The honoree and special guests often meet with the officiating officer just before the ceremony. The ceremony begins with the emcee announcing their arrival at the ceremony location. |
|
v |
The emcee welcomes everyone and introduces the special guests. |
|
v |
The emcee or officiating officer provides career highlights of the honoree. |
|
v |
The emcee reads the special order of the honoree and the officiating officer performs ceremony procedures. |
|
v |
Photos are taken throughout the ceremony. |
|
v |
The honoree provides remarks. |
|
v |
The emcee thanks everyone for coming and invites participants to congratulate the honoree and enjoy the refreshments. |
8.11.5.2.1. Common ceremonies recognizing an
individual, such as a retirement ceremony, routinely combine official actions
that maintain the dignity and respect of long standing Air Force traditions
with a member's desire to personalize the ceremony for family and invited
guests.
8.12. Special Ceremonies and
Events.
The Dining-In, Dining-Out, and Order of the
Sword Induction ceremonies are social events that have become valued traditions
in the military.
8.12.1. The Dining-In and Dining-Out:
8.12.1.1. The only difference between a Dining-In and Dining-Out is that
nonmilitary spouses, friends, and civilians may attend a Dining-Out. The
Dining-In is a formal dinner for military members only. The present Dining-In
format had its beginnings in the Air Corps when General Henry H. Hap Arnold
held his famous wingdings. The association of Army Air Corps personnel with the
British and their Dining-In during World War II also encouraged their
popularity in the Air Force. Members now recognize the Dining-In as an occasion
where ceremony, tradition, and good fellowship serve an important purpose.
8.12.1.2. Specifically, these ceremonies provide an occasion for Air Force
members to meet socially at formal military functions. They also provide an excellent
means of saying farewell to departing members and welcoming new ones, as well
as providing the opportunity to recognize individual and unit achievements.
These are effective in building and maintaining high morale and esprit de
corps. Military members who attend these ceremonies must wear the mess dress or
the semiformal uniform. Civilians wear the dress specified in the invitations.
8.12.2. The Order of the
Sword Induction Ceremony.
Induction into the Order of the Sword is an
honor reserved for individuals who have provided outstanding leadership and
support to enlisted members. The induction ceremony occurs at a formal evening
banquet held to honor the inductee as a Leader among Leaders and an Airman
among Airmen. The entire event is conducted with the dignity that reflects its
significance as the highest recognition enlisted member can bestow on anyone.
Each command has an Order of the Sword and develops their own selection and
induction procedures.
8.13. Drill:
8.13.1. Introduction to Drill.
For the purpose of drill, Air Force
organizations are divided into elements, flights, squadrons, groups, and wings.
Drill consists of certain movements by which the flight or squadron is moved in
an orderly manner from one formation to another or from one place to another.
Standards such as the 24-inch step, cadence of 100 to 120 steps per minute,
distance, and interval were established to ensure movements are executed with
order and precision. The task of each person is to learn these movements and
execute each part exactly as described. Individuals must also learn to adapt
their own movements to those of the group. Everyone in the formation must move
together on command.
8.13.2. Drill and Ceremony.
While the term ceremony was defined earlier in
this chapter, you should be note that certain ceremonies use drill. In these
events, ceremonies not only honor distinguished persons and recognize special
events, but also demonstrate the proficiency and training state of the Airmen.
Ceremonies are an extension of drill activities. The precision marching,
promptness in responding to commands, and teamwork developed on the drill field
determine the appearance and performance of the group in ceremonies. The
following paragraphs cover only the basic aspects of drill. For more
information, see AFMAN 36-2203, Drill and Ceremonies.
8.13.3. Types of Commands:
8.13.3.1. Drill Command. A
drill command is an oral order that usually has two parts: the preparatory
command and the command of execution. The preparatory command explains what the
movement will be. When calling a unit to attention or halting a unit's march,
the preparatory command includes the unit designation. In the command Flight,
HALT, the word Flight is the preparatory command and, at the same time,
designates the unit. The command of execution follows the preparatory command.
The command of execution explains when the movement will be carried out. In
Forward, MARCH, the command of execution is MARCH.
8.13.3.2. Supplementary Command. A supplementary command is given when one unit of the
element must execute a movement different from other units or the same movement
at a different time. Examples include: CONTINUE THE MARCH and STAND FAST.
8.13.3.3. Informational Command. An informational command has no preparatory command or command of
execution and is not supplementary; this command is used to direct others to
give commands. Examples are:
PREPARE FOR INSPECTION and DISMISS THE
SQUADRON.
8.13.3.4. Mass Commands. The
mass commands help develop confidence,
self-reliance, assertiveness, and enthusiasm by making the individual recall,
give, and execute proper commands. Mass commands are usually confined to simple
movements, with short preparatory commands and commands of execution carried
out simultaneously by all elements of a unit. Each person is required to give
commands in unison with others as if this person alone were giving the commands
to the entire element. The volume of the combined voices encourages every
person to perform the movement with snap and precision.
8.13.4. General Rules for Giving Commands.
When giving commands, the commander is at the
position of attention. Good military bearing is necessary for good leadership.
While marching, the commander must be in step with the formation at all times.
The commander faces the Airmen when giving commands except when the element is
part of a larger drill element or when the commander is relaying commands in a
ceremony.
8.13.5. Drill Positions:
8.13.5.1. Attention. To come to attention, bring the heels together smartly and on
line. Place the heels as near each other as the conformation of the body
permits and ensure the feet are turned out equally to form a 45-degree angle.
Keep the legs straight without stiffening or locking the knees. The body is
erect with hips level, chest lifted, back arched, and shoulders square and
even. Arms hang straight down alongside the body without stiffness and the
wrists are straight with the forearms. Place thumbs, which are resting along the
first joint of the forefinger, along the seams of the trousers or sides of the
skirt. Hands are cupped (but not clenched as a fist) with palms facing the leg.
The head is kept erect and held straight to the front, with the chin drawn
slightly so the axis of the head and neck is vertical; eyes are to the front
with the line of sight parallel to the ground. The weight of the body rests
equally on the heels and balls of both feet. Silence and immobility are
required.
8.13.5.2. Rest Positions. There are four positions of
rest: parade rest, at ease, rest, and fall out. The commander and members of
the formation must be at the position of attention before going to any of the
rest positions. To resume the position of attention from any of the rests
(except fall out, for which the commander uses the command FALL IN ), the command is Flight, ATTENTION.
8.13.5.2.1. Parade Rest. (The command is Parade, REST. ) On the command REST, members of the formation raise the
left foot from the hip just enough to clear the ground and move smartly to the
left so the heels are 12 inches apart, as measured from the inside of the
heels. Keep the legs straight but not stiff and the heels on line. As the left
foot moves, bring the arms, fully extended, to the back of the body, uncupping the
hands in the process; extend and join the fingers, pointing them toward the
ground. Face the palms outwards. Place the right hand in the palm of the left,
right thumb over the left to form an X. Keep the head and eyes straight ahead
and remain silent and immobile.
8.13.5.2.2. At Ease. On the command AT EASE,
members of the formation may relax in a standing position, but they must keep
the right foot in place. Their position in the formation will not change;
silence is maintained.
8.13.5.2.3. Rest. On the command REST, the same requirements for at ease apply, but
moderate speech is permitted.
8.13.5.2.4. Fall Out. On
the command FALL OUT, individuals may relax in a standing position or break
ranks.
They must remain in the immediate area; no
specific method of dispersal is required. Moderate speech is permitted.
8.13.6. The Flight as the Basic Drill Unit.
The first phase of drill involves teaching
basic movements, facings, and positions either as an individual or as a member
of an element. The second phase of drill merges the individual with others to
form a flight in which base formations and marching are learned. The flight is
composed of at least two, but no more than four, elements. This formation is
the most practical drill group.
8.13.7. Formation of the Flight:
8.13.7.1. A flight forms in a line formation at the command of FALL IN
(Figure 8.20). Note: Usually, the flight sergeant
forms and dismisses the flight formation.
8.13.7.2. On this command, each Airman will fall in and establish their dress,
cover, interval, and distance. Once established, each Airman executes an
automatic ready front on an individual basis and remains at the position of
attention.
8.13.7.3. The flight commander will then size the flight. Once all members
are properly sized and in column formation (Figure 8.21), the flight commander
brings the flight back to line formation.
8.13.7.4. To align the flight in line formation, the commands are Dress
Right, DRESs' and Ready, FRONT.
8.13.7.5. The flight commander verifies the alignment of each rank then
marches to three paces beyond the front rank, faces toward the flight, and
commands Ready, FRONT. With as few movements as possible, the flight commander
then takes the normal position in front of the flight by the most direct route.

Figure 8.20. Flight in Line Formation.

Figure 8.21. Flight in Column Formation.
8.13.8. Open Ranks:
8.13.8.1. The command Open Ranks, MARCH is only given to a formation when in
line at normal interval. On the command MARCH, the fourth rank stands fast and
automatically executes dress right dress. The third rank takes one pace, the
second rank takes two, and the first rank takes three paces forward. The flight
commander aligns the flight, then commands Ready, FRONT.
8.13.8.2. The inspector and commander proceed to inspect the flight, if
required.
8.13.8.3. After inspecting the entire flight, the inspector marches off to
the right flank (element leaders) of the flight. The flight commander calls the
flight to attention. The flight commander then commands Close Ranks, MARCH. On
the command MARCH, the first rank stands fast. The second rank takes one pace
forward and halts at the position of attention. The third and fourth ranks take
two and three paces forward, respectively, and halt at attention.
Section 8E Honor
Guard, Protocol, Distinguished Visitors, and Military Ceremonies
8.14. Base Honor Guard Program:
8.14.1. The primary mission of the base honor guard program is to employ,
equip, and train Air Force members to provide professional military funeral
honors for Regular Air Force, retired members, and veterans of the U.S. Air
Force. The Base Honor Guard Program is a mandatory Air Force program and is the
responsibility of the installation commander. Members are usually volunteers
from the installation host and tenant units, with selections generally coming from
the installation's Airman Basic to Technical Sergeant pool.
The base honor guard emphasizes the importance of military customs and
courtesies, dress and appearance, and drill and ceremonies.
8.14.2. The origins of the base honor guard can be traced to May 1948 when
Headquarters Command, U.S. Air Force, directed the creation of an elite
ceremonial unit comparable to those of the other Services. The first base honor
guard was activated within the 1100th Air Police
Squadron, Bolling Field, Washington District of Columbia, and was
responsible for maintaining an Air Force ceremonial capability in the National
Capitol Region. However, other Air Force installations worldwide approached
ceremonial responsibilities and military funeral honors quite differently.
8.14.3. In January of 2000, public law was implemented, providing for all
veterans to receive, at a minimum, a funeral ceremony that includes the folding
of a U.S. flag, presentation of the flag to the veteran's family, and the
playing of Taps.
8.15. Protocol Defined.
Protocol is the set of rules prescribing good
manners in official life and in ceremonies involving governments and nations
and their representatives. Protocol is an internationally recognized system of
courtesy and respect. Protocol for the military and government agencies is a
code of traditional precedence, courtesy, and etiquette in matters of military,
diplomatic, official, and celebratory ceremonies. Military protocol encompasses
the knowledge, accumulation and application of established service customs. In
modern practice, protocol combines the traditional codes of conduct with
contemporary etiquette and courtesy. The goal is to avoid disputes, insults,
embarrassment, and distractions by following a set of objective and generally
accepted criteria. As times change, so do the manners of the people; protocol
must keep pace with developing official life. Though only a guide, the
following sections will help you avoid protocol pitfalls.
8.16. Distinguished
Visitors (DV):
8.16.1. A DV may be defined as any: (1) general or flag officer; (2)
government official with rank equivalent to a brigadier general or higher; (3)
foreign military officer or civilian designated a DV by the Under Secretary of
the Air Force for International Affairs (SAF/IA); and (4) visitor or group
designated by the commander. Also, persons of lower rank, but in certain
positions, may be given DV status. At base level, for example, colonels,
civilian equivalents, and the Command Chief Master Sergeant may be designated
as DV by the commander. Many distinguished dignitaries, military and civilian,
domestic and foreign, visit Air Force installations for festive occasions and
official business. Reducing the frequency of ceremonial honors rendered
official visitors at field installations is of high importance. In the interest
of economy and efficiency, such ceremonies as parades, honor cordons,
motorcades, and other ceremonies that involve large numbers of Airmen and
equipment will be held to an absolute minimum when officials entitled to such
honors visit military installations. In general, full honors are reserved for
statutory appointees and general or flag officers of the military Services,
foreign dignitaries, and occasions when ceremonies promote international good
will. The installation commander determines which types of honors are rendered.
Enlisted personnel are frequently appointed as project NCOs for ceremonies,
officials at social events, or escorts for visiting DVs.
8.16.2. Project NCOs represent their organization or their base and are
responsible for assisting DVs. A smooth visit requires planning before the
visit. Review AFI 34-1201 and AFPAM 34-1202 for further guidance on
responsibilities and proper procedures. Contact guests
beforehand to find out if they desire special arrangements. The base protocol
office may also need to know guests' transportation needs. Other duties may
include preregistering guests, meeting them upon arrival, and escorting them to
their next destination.
8.16.3. Place a tentative itinerary and welcome package in the guest
quarters. Include such items as a recent base newspaper, unit or base history,
telephone numbers of base facilities, maps of the base and local area, and most
importantly, the visit point of contact information. Also appropriate are
biographies on the installation or host commander and Command Chief Master
Sergeant, host Professional Military Education commandants and program
managers, and Chief
Master Sergeants and first sergeants (in the
case of a senior enlisted DV, such as the Chief Master Sergeant of the Air
Force). Include instructions on operating difficult-to-use appliances or
machines, using the telephone system, and computer connection information in
the guest quarters.
8.16.4. Give a thorough prebriefing to the guest speaker at a
special function, such as a Dining-In. Guests may have several commitments
other than the primary project. If so, make sure they have schedules that allow
time for meetings, telephone calls, meals, changes of clothes, coffee breaks,
occasional rest periods, and transportation. Common practice is to leave 2
hours between the end-of-the-day activities and the start of evening functions.
8.16.5. Determine transportation time by physically traveling from place
to place before the schedule is set. Allow extra time for boarding vehicles and
transferring baggage or luggage. For large official parties, be sure to brief
all drivers on the schedule and give explicit directions so they can operate
independently if they become separated. Ensure they dry run the routes to avoid
delays due to roadwork, stoplight outages, or road closures. Arrange the
lodging checkout time and bill payment method. Arrange flight meals if the
guests are leaving by military aircraft and desire this service. Smooth visits
can make a lasting positive impression. If you run into difficulty or have
questions, do not hesitate to contact the base protocol office.
8.16.6. A DV's visit is an important event in the day-to-day life of an
organization. Everyone wants to make a good impression whether the visitor is a
representative of Congress, foreign dignitary, or city mayor. Problems with
these visits are avoided through strict attention to detail from the
preplanning for arrival to luggage handling, dinner arrangements, and departure
plans. Remember, you never get a second chance to make a good first impression.
8.17. General Information.
The enlisted corps has a variety of programs to
recognize individuals for outstanding performance, achievements, contributions,
and promotions to the senior noncommissioned officer grades. AFI 36-2805, Special Trophies and Awards, provides information on a variety of
programs but is not all-inclusive. Senior noncommissioned officers should
become familiar with the induction of newly promoted Master Sergeants into the
Top 3. They should also become familiar with the Order of the Sword Ceremony
(reference AFI 36-2824, Order of the Sword Programs) and
retirement ceremonies.
8.18. Order of the Sword:
8.18.1. Background:
8.18.1.1. The Order of the Sword is patterned after an order of chivalry
founded during the Middle Ages the Swedish Royal Order
of the Sword. The rank of NCO was established in the early 12th century. In
1522, Swedish King Gustavus I enjoined the noblemen commissioned by
him to appoint officers to serve him. Those appointed were accountants,
builders, crafts people, teachers, scribes, and others conducting the daily
kingdom affairs. The system worked so well it was incorporated into the Swedish
Army as a way to establish and maintain a cohesive, disciplined, and
well-trained force. This force ensured the protection of lives and property in
the kingdom.
8.18.1.2. Ancient NCOs would honor their leader and pledge their loyalty by
ceremoniously presenting him with a sword. The sword a symbol of truth, justice,
and power rightfully used served as a token for all to see and know that here
was a leader among leaders. The ceremony became known as The Royal Order of the
Sword. The first recorded use in the U.S. was in the 1860s when General Robert
E. Lee was presented a sword by his command.
8.18.2. The Current Ceremony.
The Royal Order of the Sword ceremony was
revised, updated, and adopted by Air Force NCOs in 1967. The Order of the Sword
was established by the Air Force enlisted force to recognize and honor military
senior officers, colonel or above, and civilian equivalents, for conspicuous
and significant contributions to the welfare and prestige of the Air Force
enlisted force mission effectiveness as well as the overall military
establishment. The
Order of the Sword is the highest honor and tribute NCOs can bestow upon an
individual.
8.18.3. Approved Swords.
The only approved swords are at the Air Force
level (Air Force Sword) and major command level (Major Command Sword). The Air
Force Sword is reserved for those deserving senior leaders who serve outside
the major command structure. The Chief Master Sergeant of the Air Force
maintains the Air Force Sword. The Major commands maintain the Major Command
Swords and ensure they are reserved for those deserving senior leaders who
serve or have served within the awarding major command. Each major command establishes
additional guidelines not already covered in AFI 36-2824. An Order of the Sword
executive committee is responsible for developing guidelines, nomination
procedures, approval or disapproval of any nominations submitted, and protocol
of the induction ceremony. The committee must also approve the nomination. The
Chief Master Sergeant of the Air Force or major command's Command Chief Master
Sergeant (depending on level of award), is known as the keeper of the sword,
and usually chairs the committee.
8.18.4. Nomination and Selection.
NCOs wishing to nominate a qualified officer or
civilian for induction into the Order of the Sword should contact their Command
Chief Master Sergeant and refer to AFI 36-2824 for processing procedures. (Note: Do not inform the nominee of the possible induction.)
The nomination folder should include a cover memorandum, biographical sketch,
and brief justification. Ensure the nomination is thorough enough so the
committee can carefully weigh the individual's merits. The Chief Master
Sergeant of the Air Force or major command Chief Master Sergeant (depending on
level of award) informs the nominating organization of the decision and
provides appropriate guidance and procedures as necessary.
8.18.5. Preparation for the Ceremony.
Once the nomination is approved, a ceremony
committee will form and begin planning the ceremony. Preparations required for
the Order of the Sword ceremony are similar to those for the Dining-In
discussed in this chapter. Host NCOs are responsible for planning, executing,
and paying for the ceremony. This includes the dinner, awards and presentations
to be made to the honoree, ceremonial equipment (such as individual swords),
and printed proclamations.
8.18.6. Induction Ceremony.
This evening affair usually consists of a
social period, formal dinner, and induction ceremony. The required dress is the
mess dress or semiformal uniform. The ceremony should be well rehearsed to
reflect formality, dignity, and prestige. Four key participants have speaking
parts and other duties: the Chief Master Sergeant of the mess, first sergeant, duty sergeant, and
sergeant at arms. Major command directives provide specific guidance for NCOs
serving in these positions.
8.18.7. Permanent Recognition in the Order of the Sword.
The Chief Master Sergeant of the Air Force
maintains the official list of Order of the Sword recipients. Each sponsoring
command maintains a master sword designed for their ceremonies. This sword is
on display at each command's headquarters. A nameplate commemorating the
command's inductions is affixed to its command master sword.
8.19. Conclusion.
Military customs and courtesies are proven
traditions, acts of respect and courtesy, and signs of the mutual respect and
fraternity that exist among military personnel. Military customs and courtesies
play an extremely important role in building morale, esprit de corps,
discipline, and mission effectiveness. This chapter outlines customs and
courtesies, providing an extensive but not all-inclusive outline of what makes
the Air Force and the people special. These ceremonies represent many customs
and traditions of our Air Force heritage. They are very real aspects of life,
and, in the aggregate, form the special culture and lifestyle uniquely
characteristic of the military profession. This guidance is offered to empower
you with the knowledge that can add comfort to your daily social interactions. Apply
using common sense. The guidelines in this chapter can help avoid protocol
pitfalls.
Chapter 9
THE NONCOMMISSIONED OFFICER
Section 9A Overview
9.1. Introduction:
9.1.1. Noncommissioned officers (NCO) are the
backbone of the Air Force. The organization's success or failure, strengths or
weaknesses can be directly related to the effectiveness of its NCOs. This
chapter begins by discussing the philosophy, purpose, and structure of the
enlisted force. Next, it explores the ranks, roles, responsibilities and
developmental levels for Junior Enlisted Airmen, NCOs and senior
noncommissioned officers. In addition, it briefly describes those special
positions entrusted to senior NCO, such as Air Force Career Field Manager,
first sergeant, Command Chief Master Sergeant, and Chief Master Sergeant of the
Air Force.
9.1.2. Regardless of rank, every enlisted
Airman supports the Profession of Arms to defend the interests of the state, by
force and death, when required. This charge is unique to the military
profession, and is a calling that requires devotion to service and willingness
to sacrifice far beyond that required in other professions. The military as a
profession and its core values and supporting ideas are concepts that epitomize
the NCO. Finally, the purpose for including this chapter within AFH 1, Airman is to provide enlisted Airmen reference material to
support their promotion tests.
Section 9B The Enlisted Force Structure
9.2. Philosophy:
9.2.1. The enlisted force is a diverse corps of
functionally and operationally specialized Airmen in the Profession of Arms.
Despite the differences across functional and operational lines, there is a
compelling need for a deliberate and common approach to force development,
career progression, and the assumption of increased supervisory and leadership
responsibilities. To best leverage our resources we must have a
consistent, well-defined set of expectations, standards, and opportunities for
growth for all Airmen, regardless of rank or
specialty. The enlisted force structure provides this consistency and common
approach. It defines us as Airmen first, specialists second.
9.2.2. All elements of the enlisted force
structure reflect the Air Force core values (Integrity First, Service Before
Self, and Excellence in All We Do), and are essential to the profession of
arms. The core values are the basis for Air Force policies, guidance, and
overall focus.
9.3. Purpose of the Force
Structure:
9.3.1. The enlisted force structure provides
the framework for a force structure that best meets mission requirements, while
developing institutional and occupational competencies.
9.3.2. The enlisted force structure defines the
tiers, ranks, terms of address, roles, expectations, key
positions and approved duty titles for the enlisted force.
9.3.3. Additionally, the enlisted force
structure provides a framework for supervisors as they set standards during
initial feedback sessions, evaluate progress during mid-term feedback sessions,
and document performance on annual reports.
9.4. Air Force Leadership Levels.
9.4.1. The Air Force operates in a dynamic
global context across multiple domains requiring leadership skills at three
distinct levels: tactical expertise, operational competence, and strategic
vision. These levels emphasize a different mix of qualities and experience. The
leadership level at which an Airman operates determines the institutional
competencies (see paragraph 9.20) required to lead Airmen in mission
accomplishment. As shown in Figure 9.1, as Airmen progress from the tactical
expertise to strategic vision leadership levels, emphasis on the use of
institutional competencies shifts from personal to organizational, with a
generally consistent focus on people/team competencies. The nature and scope of
leadership challenges as well as preferred leadership methods differ based on
the level of leadership and duties. In addition, these levels apply across the
entire spectrum of the enlisted force structure (Figure 9.2).
9.4.2. Tactical Expertise
Level.
This level is predominantly direct and face-to-face
and focused on personal competencies. At the tactical expertise level, Airmen
gain a general understanding of team leadership and an appreciation for
organization leadership. They master their core duty skills, develop
experiences in applying those skills, and begin to acquire the knowledge and
experience that will produce the qualities essential to effective leadership.
Airmen at the tactical expertise level gain the training, education and
experience to become the Air Force's primary technicians and specialists. They
learn about themselves as leaders and how their leadership acumen can affect
others through the use of ethical leadership.
They assimilate into the Air Force culture and
adopt the Air Force Core Values. Airmen at this level focus on honing
followership abilities, motivating subordinates and influencing peers to
accomplish the mission while developing a warrior ethos. They learn about
themselves and their impact on others in roles as both follower and leader in
addition to developing their communication skills. The primary focus at the
tactical expertise level is accomplishing the missions as effectively and
efficiently as possible using available personnel and resources.

Figure 9.1. Air Force Leadership Levels

Figure 9.2. Enlisted Force Development
9.4.3. Operational Competence
Level.
The full-spectrum of institutional competencies
is balanced across the operational competence leadership level. At this level,
Airmen understand the broader Air Force perspective and the integration of
diverse people and capabilities in operational execution. They transition from
specialists to leaders with a broader enterprise perspective who understand Air
Force operational capabilities. Based on a thorough understanding of themselves
as leaders and followers, Airmen apply an understanding of organizational and
team dynamics. They lead teams by developing and inspiring others, taking care
of people, and taking advantage of diversity. They foster collaborative relationships
through building teams and coalitions, especially within large organizations,
and negotiate with others, often external to the organization. Airmen operating
at this leadership level normally work below the major command or Headquarters
Air Force levels. The majority of enlisted Airmen operate at the tactical
expertise and operational competence levels.
9.4.4. Strategic Vision Level.
At this level, Airmen combine highly developed
personal and people/team institutional competencies to apply broad organizational
competencies. They develop a deep understanding of Air Force capabilities and
how Airmen achieve synergistic results and desired effects with their
operational capabilities. They also understand how the Air Force operates
within joint, multinational, and interagency relationships. At the strategic
vision level, an Airman employs military capabilities, applying the operational
and strategic arts with a thorough understanding of unit capabilities, the Air
Force at large, and joint and coalition forces. They have an enterprise
perspective with a thorough understanding of the structure and relationships
needed to accomplish strategic objectives. The strategic vision level focuses
on the effects an Airman can have across a major command, a theater, the Air
Force, or even other Services or the Department of Defense. The Chief Master
Sergeant of the Air Force (CMSAF) and few other senior NCOs assigned to higher
headquarters operate at this level.
9.5. Enlisted Force Structure
Tiers, Ranks and Roles.
The enlisted force structure is comprised of
three distinct and separate tiers, each correlating to increased levels of
education, training, and experience, which build increasing levels of
proficiency. The tiers are Junior Enlisted Airmen, Noncommissioned Officer, and
Senior Noncommissioned Officer, with multiple ranks in each tier. Each rank
includes an official abbreviation and term of address, as outlined below.
Unofficial terms for ranks are not appropriate terms of address (e.g., Tech,
Senior, etc.); however, Airmen senior or equivalent to the member may use first
names and/or call signs. The three tiers correlate to increased leadership and
managerial responsibilities, with each tier building on the responsibilities of
the previous one. Therefore, senior NCOs are expected to have mastered NCO
responsibilities. Likewise, NCOs are expected to have mastered Junior Enlisted
Airmen responsibilities. The primary goal in each tier is mission
accomplishment.
9.5.1. The Junior Enlisted
Airman Tier.
This tier consists of airman basic, airman,
airman first class, and senior airman. Initial enlisted accessions enter the
Air Force in this tier (airman basic, airman, or airman first class), and focus
on adapting to military requirements, being part of the profession of arms,
achieving occupational proficiency, and learning how to be highly productive
members of the Air Force. In this tier, Airmen prepare for increased
responsibilities and ensure they are trained, qualified, and ready to operate,
both at home station and in an expeditionary environment. Junior Enlisted
Airmen are introduced to the institutional competencies and continue to broaden
their technical skills.
9.5.1.1. Airman Basic and
newly enlisted Airmen. Airmen basics, as well as Airmen who initially
enlist into the Air Force at the airman or airman first class rank, are
primarily adapting to the requirements of the military profession, acquiring
knowledge of military customs, courtesies, and Air Force standards, as well as
striving to attain occupational proficiency. At their first duty station, they
perform basic tasks under close supervision. The written abbreviation for
airman basic is AB and the official term of address is Airman Basic or Airman.
9.5.1.2. Airman. Airmen
are still learning and adapting to the military profession, and are expected to
understand and conform to military standards, customs, and courtesies. Airmen
begin to show occupational proficiency at basic tasks and still require
significant supervision and support. The written abbreviation is Amn and the
official term of address is Airman.
9.5.1.3. Airman First Class. Airmen
first class fully comply with Air Force standards and devote time to increasing
their skills in their career fields and the military profession, while becoming
effective team members. After a short time at their first duty station, they
are often skilled on numerous tasks. Continued supervision is essential to
ongoing occupational and professional growth. Typically, the 5-skill level is
earned at this grade. The written abbreviation is A1C and the official term of
address is Airman First Class or Airman.
9.5.1.4. Senior Airman. Senior
airmen commonly perform as skilled technicians and trainers. They begin
developing supervisory and leadership skills through progressive responsibility,
Airman Leadership School (ALS), individual study, and mentoring. Senior Airmen
strive to establish themselves as effective trainers through the maximum use of
guidance and assistance from officer and enlisted leaders. They may serve as
first-line supervisors upon completion of ALS. The written abbreviation is SrA
and the official term of address is Senior Airman or Airman.
9.5.2. The NCO Tier, Ranks
and Roles.
This tier consists of staff sergeant and
technical sergeant. NCOs continue occupational growth and become expert
technicians while developing as leaders, supervisors, managers, and mentors in
the profession of arms. Additionally, NCOs ensure they keep themselves and
subordinates trained, qualified, and ready to deploy and operate at home
station and in an expeditionary environment. In this tier, NCOs understand and
internalize institutional competencies in preparation for increased
responsibilities, while pursuing professional development through a variety of
means, including Enlisted PME.
9.5.2.1. Staff Sergeant. Staff
sergeants are primarily highly skilled technicians with supervisory and
training responsibilities. Typically, at this rank they earn the 7-skill level.
They must continuously strive to further their development as technicians,
supervisors, and leaders through professional development opportunities,
including distance learning and/or in-residence Air Force Enlisted PME and
Senior Enlisted Joint PME. They are responsible for their subordinates'
development and the effective accomplishment of all assigned tasks. They must
ensure proper and effective use of all resources under their control to ensure
the mission is effectively and efficiently accomplished. They should consider
broadening opportunities through the Development Special Duty selection
process. The written abbreviation is SSgt and the official term of address is
Staff Sergeant or Sergeant.
9.5.2.2. Technical Sergeant. Technical
sergeants are often their organizations' technical experts. They continuously
strive to further their development as technicians, supervisors, leaders and
mentors through professional development opportunities, including distance
learning and/or in-residence Air Force Enlisted PME and Senior Enlisted Joint
PME. They should consider broadening opportunities through the Development
Special Duty selection process. The written abbreviation is TSgt and the
official term of address is Technical Sergeant or Sergeant.
9.5.3. The Senior NCO Tier,
Ranks and Roles.
This tier consists of master sergeant, senior
master sergeant, chief master sergeant and Chief Master Sergeant of the Air
Force. Senior NCOs serve as leaders in the profession of arms. They advise,
supervise and mentor others to further grow and develop junior enlisted Airmen
and NCOs under their charge. In this tier, senior NCOs continue professional
development through a variety of means, including Enlisted PME. They have a
great deal of leadership experience they use to leverage resources and
personnel against a variety of mission requirements. Senior NCOs participate in
decision-making processes on a variety of technical, operational, and
organizational issues.
9.5.3.1. Master Sergeant. Master
sergeants are technical experts, transitioning from first-line supervisors to
leaders of operational competence. This rank carries significantly increased
responsibilities and requires a broad perspective and greater leadership and
management skills. MSgts are expected to accomplish the mission through the
employment of teams by merging subordinates' talents, skills, and resources
with other teams' functions. MSgts must complete an Associate's Degree from the
Community College of the Air Force in their current Air Force Specialty, if not
already earned, to become eligible for promotion to SMSgt. MSgts continue their
professional development through distance learning and/or in-residence Air
Force Enlisted PME courses. They are also eligible to attend sister-service or
International Senior NCO PME, and are encouraged to complete Senior Enlisted
Joint PME II. They should consider broadening opportunities through the
Development Special Duty selection process. The written abbreviation is MSgt
and the official term of address is Master Sergeant or Sergeant.
9.5.3.2. Senior Master
Sergeant. Senior master sergeants are key, experienced, operational
leaders skilled at merging teams' talents, skills, and resources with other
organizations. Senior Master Sergeants continue to develop their leadership and
management skills and earn their 9-skill level. Senior Master Sergeants
continue their professional development through distance learning and/or
in-residence Air Force enlisted PME courses. They are also eligible to attend
sister-service or International senior NCO PME, and are encouraged to complete
Senior
Enlisted Joint PME II. The written abbreviation is SMSgt, and the official term of
address is Senior Master Sergeant or Sergeant.
9.5.3.3. Chief Master
Sergeant. Chief master sergeants serve in the highest enlisted rank
and hold strategic leadership positions with tremendous influence at all levels
of the Air Force. They continue to develop personal leadership and management
skills to prepare for ever increasing positions of responsibility. They are
charged with mentoring and developing junior enlisted personnel and strongly
influence the professional development of junior officers. They bring
substantial operational and occupational experience as well as strong
institutional skills to their organizations and assigned tasks. All newly
selected Regular Air Force (RegAF) Chief Master Sergeants will attend the Chief
Master Sergeant Leadership Course. Air Force Reserve and Air National Guard
Chief Master Sergeants will apply for attendance through their commands. Chief
Master Sergeants serve in key leadership positions such as Combatant Command
Senior Enlisted Leader, Command Chief Master Sergeant, Group Superintendent,
PME Commandants, Functional and Career Field Managers. The written abbreviation
is CMSgt and the official term of address is Chief
Master Sergeant or Chief.

Figure 9.3. CMSAF
9.5.3.4. Chief Master
Sergeant of the Air Force. The CMSAF is the senior enlisted leader of
the Air Force and takes precedence over all enlisted members. The CMSAF
provides leadership to the enlisted force and advises the Chief of Staff of the
Air Force, Secretary of the Air Force, Chairman Joint chief of Staff, and the
Secretary of Defense on enlisted matters. The CMSAF communicates with the
force, serves on boards and committees for numerous organizations affecting
Airmen, testifies before congress, and is the Air Force career field manager
for command chief master sergeants and group superintendents. The CMSAF also
consults with sister service senior enlisted advisors on issues affecting all
enlisted members; engages with foreign military leadership regarding theater
security cooperation and partner nation development efforts; represents the Air
Force to the American public, professional organizations and the media; and
manages the Air Force Order of the Sword Program. The written abbreviation is
CMSAF and the official term of address is Chief Master Sergeant of the Air
Force or Chief. The idea of creating a CMSAF position surfaced as early as 1964
when the Air Force Association's Airman Advisory Council presented the idea. At
that time, Air Force leadership rejected the proposal, fearing that such a
position would undermine the formal chain of command. Purposeful action did not
come until 1966 when Congressman Mendel Rivers introduced a bill that would
mandate each of the Services to appoint a senior NCO. Congressman Rivers became
convinced that the Air Force needed to follow the example of the Marine Corps
(which had created the position of Sergeant Major of the Marine Corps in 1957)
and the Army (which had created the position of Sergeant Major of the Army in
1965) and appoint a senior enlisted advisor to the Chief of Staff of the Air Force.
Although the Rivers bill never passed, the Air Force recognized the tremendous
support behind the proposal. On 24 October 1966, Chief of Staff of the Air
Force General John P. McConnell announced the newly created position of CMSAF.
In April 1967, Chief Paul W. Airey became the first to wear the unique insignia
with the wreath around the star. Over the next decade, support for the office
grew among senior leaders and within the enlisted force. Today, the CMSAF wears
the chevron depicted in Figure 9.3. To date, 17 individuals have previously served in this office. The present
CMSAF, Kaleth O. Wright, took office in February 2017.
9.5.3.4.1. CMSAF Paul Wesley
Airey:

9.5.3.4.1.1. Paul Wesley Airey enlisted in the
Army Air Forces as a radio operator on 16 November 1942. By the height of World
War II, he was serving as an aerial gunner aboard B-24 bombers. While in
Europe, Airey and his crew were shot down over Vienna, Austria, captured, and
held prisoner by the Germans from July 1944 to May 1945. During the Korean
conflict, he was awarded the Legion of Merit for creating a means of
constructing equipment from salvaged parts, improving corrosion control of
sensitive radio and radar components. Following the war, Airey took the job of
first sergeant, a position he later said was one of the most important in the
Air Force. He subsequently served as first sergeant for six squadrons at four
bases over the next 12 years before being appointed to the highest NCO position.
9.5.3.4.1.2. Upon assuming his new
responsibilities, CMSAF Airey began tackling the problem of personnel
retention, an issue he identified as one of the greatest challenges he faced.
The first-term reenlistment rate was the lowest it had been in 12 years, but
Airey did not attribute the great decline to the unpopularity of the war in
Vietnam. He felt it was the consequence of poor pay, numerous remote
assignments, good civilian employment opportunities, and an inequitable
promotion system. He became an advisor to a committee to investigate and
recommend a more equitable system. His efforts helped produce the Weighted
Airman Promotion System which was adopted in 1970, eliminating local enlisted
promotion boards and equalizing promotion opportunities across career fields.
In retirement, Airey continued to be an enlisted advocate and spoke to Airmen
around the force. CMSAF Airey died in 2009.
9.5.3.4.2. CMSAF Donald L.
Harlow:

9.5.3.4.2.1. Born in Waterville, Maine, Donald
L. Harlow was the youngest of nine children. At age 22, after working a variety
of jobs to help support his mother and pay his tuition at a private preparatory
school, he was drafted into the Army Air Corps. Serving as an armament and
gunnery instructor, he taught cadets to fieldstrip and reassemble their weapons
and to synchronize firing guns through aircraft propellers. He transferred to
the personnel career field in 1945 and advanced to the grade of Staff Sergeant
before his February 1946 discharge from active duty. During the Korean War,
Harlow was recalled to active duty, holding various positions in the personnel
career field. At 16 years of service, he was promoted to Chief Master Sergeant
and was the personnel Sergeant Major for Headquarters United States European
Command and the Sergeant Major for the Executive Services Division, Office of
the Vice Chief of Staff.
9.5.3.4.2.2. As the second to take the reins,
CMSAF Harlow continued to cut a path through the misunderstanding, confusion,
and mistrust that surrounded the CMSAF Ever vigilant, he campaigned for and
refined the newly established Weighted Airman Promotion System, garnered
continued flight pay for NCOs attending in-residence PME and worked
toward equal per diem for enlisted and officers. During Vietnam, he directed
his attention to where he felt it was most needed: young Airmen and their
issues, including racial tension, assignment concerns, and promotion problems.
Known for his no-nonsense approach and keen ability to listen, Harlow advised
the Chief of Staff of the Air Force on matters of true concern to the enlisted
force. While many of his recommendations did not result in policy changes
during his tenure, he planted the seeds for future change. After retiring, Chief
Harlow was a strong lobbyist for enlisted equality. CMSAF Harlow died in 1997.
9.5.3.4.3. CMSAF Richard
D. Kisling:

9.5.3.4.3.1. Richard D. Kisling and
his 10 siblings were raised on a farm in Iowa during the Great Depression and
the dust bowl years. The patriotism he developed during his childhood was
called on when he was drafted into the Army's combat infantry in 1945 during
the effort to reconstitute the number of soldiers driving through France. After
training and deployment times, Kisling arrived in France a month
before the war in Europe ended. His unit assumed responsibility for negotiating
the repatriation of displaced Soviets. From there, Kisling separated
from the service for civilian life. After a few months spent missing the
camaraderie, he reenlisted for a brief stint in the Army. In 1947, he joined
the Army Air Forces, serving first as a clerk and later a personnel specialist.
Upon his promotion to Senior Master Sergeant in September 1958, he was among
the first group of Air Force enlisted members to wear the super grades of
Senior Master Sergeant and Chief Master Sergeant.
9.5.3.4.3.2. Once
assigned to the Pentagon, CMSAF Kisling found the enlisted force
struggling through the development of a new Air Force. After talking with
several base officials, it was determined that the Air Force needed to develop
their NCOs like they did their officers. So Kisling placed concerns
for NCO professional development in the forefront of discussion at the
Pentagon. His persistence paid off when the first senior NCO academy was
approved by Congress in 1972. The Academy officially opened its doors in
January 1973; however, before the Academy opened its doors, the original plan
was to restrict its attendance to first sergeants. In the
end, Kisling won the battle of making professional development
available to all senior NCOs. His concern for such enlisted issues as housing,
pay, promotions, education and training, and assignments earned him the respect
of his peers and the nickname, the GI's man in Washington.
CMSAF Kisling died in 1985.
9.5.3.4.4 CMSAF Thomas N. Barnes:

9.5.3.4.4.1. Thomas N. Barnes grew up in the
war-related industries town of Chester, Pennsylvania. In 1949, he joined the
newly created United States Air Force as an aircraft maintainer specializing in
hydraulics. His first duty station found him at the leading edge of United
States Air Force integration efforts, as one of the first African-Americans to
join the unit. Barnes' unit was flying Korean War support missions. Unbeknownst
to others in his squadron, a crew pal taught him the art of flight engineering
and let him fly resupply and medical evacuation missions. By his tour's end,
Barnes had gained flight engineer certification, accumulated 750 flight hours
over enemy territory and earned the Air Medal. He was the first CMSAF with
direct Vietnam experience and the first African-American to serve in the
highest enlisted post of a military service. The Chief of Staff of the Air
Force consecutively extended him in 1975 and in 1976.
9.5.3.4.4.2. CMSAF Barnes' notable contribution
came in the area that inspired his greatest passion and ranked among his
largest challenges: working to ensure equality among the ranks and races. He
took great pride in the part he played in bringing about the Air Force Social
Actions Program in 1969. He labored to eliminate barriers for women and
convince the Air Force to use them in nontraditional roles. He understood the
value of continuing to educate Airmen and believed no one should advance in
rank without PME, working to establish the service's firm commitment to
enlisted PME. Recognized throughout the force for his ability to communicate
with anyone, Barnes made listening to Airmen a priority. At the beginning of
his tenure, the question most asked of Barnes was, What
programs will you implement for the blacks? The answer was None
, Barnes recalls. I told them I work for all blue suiters. After his
retirement, Barnes remained actively engaged in Air Force issues. CMSAF Barnes
died in 2003.
9.5.3.4.5. CMSAF Robert D. Gaylor:

9.5.3.4.5.1. Growing up in Indiana, Robert D. Gaylor wanted to travel and learn a skill. He enlisted
in the Air Force in 1948, a transition time for America and the military. As he
arrived at basic training, President Truman issued Executive Order 9981, Establishing the President's Committee
on Equality of Treatment and Opportunity In the
Armed Forces, calling for equality of opportunity in the United States
military. Gaylor had had no experience with
segregation or integration and he would witness the long journey to full
integration. His first duty was as a military policeman and he excelled
throughout his career, advancing to the rank of Master Sergeant with only 7
years and 7 months of service. Serving as an instructor at basic training and
the NCO Academy convinced him that special duties help prepare NCOs for greater
leadership roles. In 1976, as a member of the Air Force Manpower
and Personnel Center, Gaylor traveled
extensively, giving 275 leadership talks annually. 9.5.3.4.5.2. CMSAF Gaylor s goal as the senior enlisted man was to feel
the pulse of the enlisted force
and serve as a conduit of information. He addressed low morale and the weak
military public image head on. He educated the force on the hazards of
substance abuse and continued to raise confidence and shift attitudes within
the force. He is credited with securing a policy that allowed Senior Airman to
transport their families at government expense during permanent change of
station moves, a solid step toward improving quality of life. He educated the
force in order to eliminate the stereotypes and prejudices working against
equal opportunities for minorities and women. Finally, Gaylor promoted
leadership. He traveled extensively, talking to Airmen about taking pride in
their military careers. He believes one of the most important roles a former
CMSAF can play is that of a link between the United States Air Force of the
past and today's service. Gaylor continues
to meet and serve Airmen, conducting more than 40 Air Force base visits each
year.
9.5.3.4.6 CMSAF James M.
McCoy:

9.5.3.4.6.1. James M. McCoy was raised in the midwest, attending high school in Atchison, Kansas, and
college at St. Benedicts College in Atchison and St. Ambrose College in
Davenport, Iowa. He seriously considered a vocation in the priesthood, but in
1951, during the height of the Korean War, he enlisted in the United States Air
Force as a radar operator. When the war ended, the Air Force had too many
operators and needed military training instructors. McCoy volunteered and, with
only 6 years of active duty experience, found himself in charge of five groups
of training instructors. He continued working within the PME system, serving as
NCO preparatory school commandant and as an NCO academy instructor before
returning to the personnel training field in 1973. A year later he was selected
as one of the United States Air Force's 12 Outstanding Airmen of the Year. He
then became Strategic Air Command's first senior enlisted advisor. While there,
McCoy was a member of the Air Force Management Improvement Group, chaired by
CMSAF Barnes, which formed to discuss management issues and propose solutions.
As a result, enlisted PME expanded into five phases.
9.5.3.4.6.2. With the public still questioning
the military involvement in Vietnam, the Air Force was experiencing the lowest
recruiting year ever; retention rates were also dropping when CMSAF McCoy took
office. His first challenge was to improve those numbers. In late 1979, along
with former CMSAF Kisling, he testified before
Congress that people were not reenlisting in the Air Force because they could
not make ends meet on enlisted pay. McCoy worked with recruiters to get the
right people in the Air Force and sought to improve the PME system from basic
training to the NCO and senior NCO level. During his tour as CMSAF, the Stripes
for Exceptional Performers Program was instituted to provide incentive and an
alternate promotion option for enlisted members. In addition to visiting
Airmen, he placed great value on being involved with the Pentagon staff. He
expanded the list of boards and conferences where he believed the CMSAF should
have a role. In retirement, McCoy remains at the forefront of Air Force issues,
having served in leadership positions with Air Force professional organizations
and speaking to Airmen throughout the force.
9.5.3.4.7. CMSAF Arthur L.
"Bud" Andrews:

9.5.3.4.7.1. In January
1953, out of a sense of patriotism and a desire to grow and develop, Arthur "Bud"
L. Andrews enlisted in the Air Force. During basic training, his training
instructor asked for volunteers to serve as APs. Thinking AP meant air police,
Andrews raised his hand. As it turned out, the training instructor wanted area
policemen. He spent the next 3 months picking up cigarette butts outside the
barracks. He eventually had an opportunity to enter the military police force,
where he served most of the next 14 years. In 1959, while working as an
investigator, Andrews was credited with solving a murder committed by an Airman
Second Class. By 1970, Andrews had served tours in Morocco, Thailand, and
Vietnam; became a first sergeant; and was promoted to the rank of Senior Master
Sergeant. During his career he spent a decade as a first sergeant.
9.5.3.4.7.2. Upon assuming his new position,
CMSAF Andrews' top priority could be described as getting back to basics. He
believed the most vexing problems (such as terms of pay, benefits, recruitment,
and retention) had been addressed and were evolving to meet Airmen's needs.
While he continued to advise the Chief of Staff of the Air Force on
quality-of-life improvements, he began to focus on cultural change. He felt it
was time for Airmen to think we instead
of me, me, me. He wanted people to focus on how we re
supposed to dress, act, and react toward subordinates and superiors, and how we
re supposed to do our jobs. He challenged NCOs to take care of their people and
to accomplish the mission. He further suggested that NCOs look at themselves if
they were dissatisfied with their jobs. He dispelled the days of leadership by
stress and applauded PME for creating a smarter force. Andrews believed the
CMSAF needed to know the issues firsthand, which kept him traveling extensively
around the Air Force. CMSAF Andrews died in 1996.
9.5.3.4.8 CMSAF Sam E. Parish:

9.5.3.4.8.1. Sam E. Parish was raised and educated
in north Florida. In 1955, at age 17, he joined the Air Force as a ground
weather equipment operator. His first assignment at Wiesbaden Air Base,
Germany, brought him into an experimental program to cross train as a weather
observer. That experiment led to a career. In 1960, he became the youngest
7-skill level in his career field and continued to excel. While the chief
observer for the 7th Weather Squadron in Heidelberg, Germany, he was quickly
promoted to Senior Master Sergeant, and at age 31, Parish made Chief Master
Sergeant. He was a member of the first senior NCO academy class, and was
selected as the Air Weather Service Senior Enlisted Advisor in 1973. He
returned to Germany in 1976 as the Consolidated Base Personnel Office Personnel
Sergeant Major, and in 1977 became the senior enlisted advisor for the United
States Air Forces in Europe, where he established the United States Air Forces
in Europe First Sergeant of the Year program. Parish later served as the 40th
Air Division and Strategic Air Command senior enlisted advisor.
9.5.3.4.8.2. CMSAF Parish tackled a range of
enlisted personnel issues during his tenure. One such issue was the fixed-phase
point for promotion to Senior Airman, which would promote qualified Airmen to
Senior Airman at a set point in their initial enlistment, allowing them a
chance to be selected for Staff Sergeant during their first enlistment. He also
obtained Chief of Staff of the Air Force approval to allow flight line
personnel to wear a functional badge on their uniform, which led to United
States Air Force members in all specialties being able to wear functional
badges identifying their career fields. He also obtained Chief of Staff of the
Air Force approval to establish the John Levitow Award
for each level of PME and to implement the First Sergeant of the Year Program
Air Force-wide. He was known as a straight shooter who did not waste time
trying to figure out what people wanted to hear. Instead, he told them what
they needed to hear. To Parish, the CMSAF is the most important job in the Air
Force from an enlisted program perspective. In retirement, he continues to
support Airmen by attending service functions and visiting bases throughout the
Air Force.
9.5.3.4.9. CMSAF James C.
Binnicker:

9.5.3.4.9.1. James C. Binnicker, raised in
Aiken, South Carolina, joined the Civil Air Patrol in high school with
aspirations of becoming a pilot. Cadet of the Year honors earned him a scholarship
to attend flight school and the right to represent his state as a foreign
exchange cadet in Great Britain. But, in 1957, doctors detected a high
frequency hearing loss, disqualifying him from the program. To stay close to
his passion, he joined the Air Force in the personal equipment, later called
life support, career field. By 1964, Binnicker cross trained into air
operations, planning flights for missions to Vietnam. While serving in Vietnam
from 1968 to 1969, he served as NCOIC of operations for the 22d Tactical Air
Support Squadron, and later as a Vietnamese-speaking linguist at the Republic
of Vietnam Armed Forces Language School in Saigon. While in Vietnam, he set his
sights on becoming the CMSAF and, as such, being an advocate for enlisted Airmen.
He also served as a first sergeant and base Sergeant Major at Seymour Johnson
Air Force Base, North Carolina. In 1977, on the recommendation of CMSAF Thomas
Barnes, he became the sole enlisted member of the newly established President's
Commission on Military Compensation. In addition, he spent over 7 years as the
senior enlisted advisor for the 4th Tactical Fighter Wing, 12th Air Force,
Pacific Air Forces, and Tactical Air Command.
9.5.3.4.9.2. CMSAF Binnicker's first order of
business was tackling the Airman performance report, a
system of ratings from 1 to 9. In an effort to more accurately differentiate
between Airmen, the enlisted performance report was created, along with a
system to provide and document performance feedback. Next, Binnicker set his
sights on admitting Master Sergeants to the senior NCO academy. He believed
giving Airmen all the responsibility they could handle would result in
attracting and retaining higher quality people in the Air Force. He also worked
to give minorities and women more responsibilities throughout the Air Force.
The Chief of Staff, United States Air Force recognized Binnicker as a staunch
advocate and spokesman for enlisted issues. His commitment to Airmen did not
change following his retirement in 1994. He stayed abreast of issues affecting
the enlisted force and visited PME classes to talk with students worldwide. In
addition, he served as president and chief executive officer for the Air Force
Enlisted Village until his death in March 2015.
9.5.3.4.10. CMSAF Gary R. Pfingston:

9.5.3.4.10.1. Gary
R. Pfingston played minor league baseball before enlisting in the Air
Force as an aircraft mechanic. During his first assignment as a B-52 crew chief
at Castle Air Force Base, California, he went to work one day with a pack of
cigarettes and $2, and did not return home for 30 days because the Cuban
Missile Crisis sent the base into lockdown. Ten years
later, Pfingston worked aircraft maintenance in
Thailand, reconfiguring B-52s to carry
conventional bombs in what became known as iron belly modifications. In 1973,
he returned to the states and spent the next 8 1/2 years as a military training
instructor, and later, chief of the military training division. During an
assignment to Andersen Air Force Base, Guam, Pfingston broke his
back, was hospitalized for 147 days, and returned to duty as the first
sergeant. Future assignments had Pfingston taking part in the first
ability to survive and operate exercise in a chemical environment and serving
as a senior enlisted advisor.
9.5.3.4.10.2. CMSAF Pfingston s focus
during his tenure was the Air Force drawdown and budget. Holding the highest
enlisted position during Desert Storm, he worked to restore basic allowance for
subsistence to the troops living in field conditions and increasing the
Servicemember's Group Life Insurance, but the toughest challenge he faced was
the Air Force downsizing. To avoid involuntary separations, Pfingston worked
to implement the Voluntary Separation Incentive and Special Separation Bonus
Programs. His idea to provide career paths and milestones in line with the
officer career model, led to the career field education and training plan,
three-level and seven-level technical schools for all career fields, and
mandatory in-residence PME schools. He also found himself involved with issues
such as homosexuals serving in the military, Air Force specialty codes opening
up to women, assignment policies including the Enlisted Quarterly Assignments
Listing (EQUAL) and EQUAL-Plus, and even the introduction of the new senior NCO
stripes. Pfingston remained active in what he called the
communication chain of former CMSAFs advocating for the enlisted force after
his retirement. CMSAF Pfingston died in 2007.
9.5.3.4.11. CMSAF David
J. Campanale:

9.5.3.4.11.1. Worcester, Massachusetts, native
David J. Campanale said he had the world by the throat after high
school. A promising athlete, when a baseball career fell through, his mother
encouraged him to join the Air Force in 1970. Campanale completed
aircraft maintenance technical school despite poor study habits and breaking
his collarbone playing football. He credits his supervisors at his first base
with turning his attitude around. Campanale sought challenges,
volunteering for several tours to Andersen Air Force Base, Guam, in support of
B-52 Arc Light missions in Southeast Asia. He later volunteered to transfer to
aerial repair. As he rose through the ranks, Campanale earned the
distinguished graduate award at both the NCO academy and senior NCO academy and
was stripes for exceptional performer-promoted to Master Sergeant. He later
served as a senior enlisted advisor, a role called richly rewarding.
9.5.3.4.11.2. The year
CMSAF Campanale began his tour, the military launched the new TRICARE
health program. The change introduced many questions and a great deal of
anxiety. He led the charge to alleviate those feelings through education. Also,
when Congress threatened to change the retirement system to High One
effectively reducing retirement pay, Campanale quickly responded.
With senior leader support, Campanale stood before Congress in the
successful fight against the proposed change. Another important recruitment and
retention milestone was adoption of the one-plus-one dormitory standard, which
gave each Airman his or her own room. Not a proponent of long speeches, while
visiting bases he encouraged questions rather than delivering a speech, which
created meaningful dialogue. He believes anyone can become CMSAF and offers
those who want to follow in his footsteps this piece of advice: Be honest and
keep your promise. Campanale continues to actively mentor Airmen
serving today.
9.5.3.4.12. CMSAF Eric
W. Benken:

9.5.3.4.12.1. Raised in Cincinnati, Ohio, after
graduating high school Eric W. Benken moved to Houston, Texas, to
join his parents. Struggling to find a good paying job out of the area, he
joined the Air Force as an administrative specialist. Although first assigned
to Ellington Air Force Base, Texas (less than 25 miles from Houston), he would
get his chance to travel 9 months later, on orders to
Ching Chuan Kang Air Base, Taiwan. During his tour, he deployed to
South Vietnam, where he spent his 20th birthday. As the United States Air Forces
Europe senior enlisted advisor, he facilitated the highly
successful beddown of forces during the Bosnia Operation Joint
Endeavor. He led numerous quality-of-life initiatives, including
eliminating/remodeling a third of the United States Air Forces Europe zero-privacy
dormitories, making way for the newly developed one-plus-one dormitories.
During his assignment, Benken crafted the NCO Professional
Development Seminar, an effort to fill the career education void between Airman
Leadership School and the NCO academy.
9.5.3.4.12.2. During his tenure as CMSAF, he
focused heavily on fundamental discipline, getting back to basics, and changing
the culture of the Air Force to meet new expeditionary requirements. He
championed Warrior Week at basic training and ensured funding for a simulated
deployed location at Lackland Air Force Base, Texas. He instituted
changes in the First Sergeant Academy curriculum, focusing on deployment
responsibilities. He believed changing the title senior enlisted advisor to
Command Chief Master Sergeant and adding the star to the chevron were critical
to the success of these positions, in garrison and on the battlefield.
CMSAF Benken engaged Congress and special interest groups on numerous
fronts, ultimately defeating attempts to alter basic military training
gender-integrated training, and reversing the diminished retirement system of
1986. Other significant challenges included ensuring TRICARE met health care
needs, and modernizing the force with a limited budget. He believed Air Force
leaders should focus on the future and take steps to prepare the force for the
next century. Benken served as the first co-chair of the Air Force
Retiree Council, currently serves on the board of directors for the Airmen
Memorial Foundation and the Mission Readiness Organization Executive Advisory
Council, and continues to speak at a variety of Air Force functions.
9.5.3.4.13. CMSAF Jim Finch:

9.5.3.4.13.1. Jim Finch entered the Air Force
from East Hampton, New York, expecting to do only a 4-year hitch. He planned to
learn a trade and see what the world had to offer and move on. Finch spent the
early part of his career in the bomb dumps as a missile maintenance crew chief before
becoming a PME instructor. After 4 years of teaching, Finch moved to the
Leadership and Management Development Center at Maxwell Air Force Base Alabama.
While there, he helped develop a correspondence version of the NCO preparatory
course, and taught new PME instructors. He was subsequently selected as the Air
Force NCO PME functional manager at the Air Force Military Personnel Center.
While there, he was involved in restructuring the PME program from four to
three levels and implementing procedures to create Airman Leadership School and
allow Master Sergeants to attend the senior NCO academy. Finch later served as
an NCO Academy commandant, the 11th Air Force senior enlisted advisor, and Air
Combat Command, Command Chief Master Sergeant.
9.5.3.4.13.2. When CMSAF Finch took the reins,
the Air Force was moving from a cold war to an
expeditionary mindset. He implemented CMSAF Benken s basic training
Warrior Week vision to help new recruits understand that the expeditionary Air
Force was not a temporary concept. He credits the program's success to the men
and women at Lackland candidates and gave commanders more selection
flexibility. Known as a man of vision, he spent 3 years focusing on enlisted
members' concerns, and implementing programs to improve future preparedness.
Finch recognized that the armed forces had to change to meet changing threats
to national security. He believed future-focused leaders were paramount to
success and made significant contributions to ensure the force developed that kind
of leader. Finch maintains his vision for Airmen by serving on boards of
Air Forceassociated organizations, visiting Air Force members
worldwide, and supporting current CMSAF agendas.
9.5.3.4.14. CMSAF Gerald R.
Murray:

9.5.3.4.14.1. Gerald R. Murray, a native of
Boiling Springs, North Carolina, grew up on his grandfather's farm. Graduating
high school in 1974, he briefly attended college, married his school
sweetheart, and worked in textile mills and construction before entering the
Air Force as an F-4 aircraft crew chief in 1977. Murray's performance and
capabilities were quickly recognized by his promotion to Senior Airman below the
zone, and selection as an F-16 aircraft maintenance instructor. He continued to
excel as the senior F-16 crew chief on "Victor Alert"
at Incirlik Air Base, Turkey, and later as an A-10 squadron
production superintendent. Deployed in support of Operations Desert Shield and
Desert Storm, he played a key role as the combat turn director at the most
forward operation location in theater, garnering the Bronze Star, and later the
Air Force General Lew Allen Trophy. After standing up a new A-10 squadron at Moody
Air Force Base, Georgia, Murray's performance and leadership were recognized
again when he was pulled from the flight line to serve as the 347th Wing Senior
Enlisted Advisor and Command Chief Master Sergeant. He later served as the
command Chief Master Sergeant at 5th Air Force, United States Forces Japan, and
Pacific Air Forces Command.
9.5.3.4.14.2. An evolving expeditionary air
force and a changed world after the 11 September 2001 terrorist attacks were
catalysts for change during Murray's tenure. Murray refocused basic military
training and PME toward expeditionary combat principles and took a leading role
in developing a new physical fitness program to improve Air Force-wide
capabilities and readiness. Additionally, Murray led efforts to balance the enlisted
force structure by increasing high-year tenure for four enlisted grades,
bringing back the career job reservation and NCO retraining programs, and
redistributing senior NCO promotions in critical and unbalanced Air Force
specialty codes. Understanding the need to maintain strong leadership, he
initiated a deliberate approach to NCO professional development; led changes to
the management of Chief Master Sergeants, including alignment under the Air
Force Senior Leaders Management Office, and added a Chief Master Sergeant's
leadership course to the enlisted PME continuum. In retirement, Murray remains
active in shaping Airmen development, serving with Air Force professional
organizations and continuing to speak throughout the force.
9.5.3.4.15. CMSAF Rodney J. McKinley:

9.5.3.4.15.1. Rodney J. McKinley grew up in
Mt. Orab, Ohio, and originally entered the Air Force in 1974 as a medical
technician. He separated from the Air Force in 1977 to pursue his education. He
returned to active duty in 1982 as an aircraft maintenance specialist and
served in various aircraft maintenance positions at Myrtle Beach Air Force
Base, South Carolina, and Clark Air Base, Philippines. In 1991, he became a
first sergeant, a position he held for the next 10 years, with assignments at
Myrtle Beach Air Force Base, South Carolina; Ghedi Air Base, Italy;
Tinker Air Force Base, Oklahoma; and Ramstein Air Base, Germany. Chief McKinley
then served as a command Chief Master Sergeant at Ramstein Air Base, Germany;
Langley Air Force Base, Virginia; and 11th Air Force at Elmendorf Air Force
Base, Alaska. In February 2003, during the early days of Operation Iraqi
Freedom, he deployed as Command Chief Master Sergeant to the 379th Air
Expeditionary Wing, Southwest Asia. Before being selected as the 15th CMSAF, he
was the Pacific Air Forces Command Chief Master Sergeant at Hickam Air Force
Base, Hawaii.
9.5.3.4.15.2. During his tenure, CMSAF McKinley
was an advocate for winning the Global War on Terrorism, developing and taking
care of Airmen, and modernizing aging air, space, and cyberspace assets. CMSAF
McKinley focused on properly organizing, training, and equipping Airmen during
a time when many were being tasked outside their core competencies. His efforts
to improve the enlisted evaluation system resulted in the first major changes
to feedback and performance report forms since 1990. CMSAF McKinley also
advocated for an educated enlisted corps and strongly encouraged Airmen to
pursue their Community College of the Air Force degree earlier in their
careers. A strong advocate for the American Airman spirit, he opened the door
for creation of the Airman's Creed, which codified core Air Force beliefs and
articulated the warrior ethos. His vision led to the creation of the Enlisted
Heroes Walk on the parade field at Lackland Air Force Base, Texas,
and the return of the enlisted collar brass and Good Conduct Medal. CMSAF
McKinley also pursued improvements in Airman health
and fitness, wounded warrior care, child care, spousal employment
opportunities, and accompanied and unaccompanied housing.
9.5.3.4.16. CMSAF James A. Roy:

9.5.3.4.16.1. James A. Roy grew up in Monroe,
Michigan, and originally entered the Air Force in 1982 as a heavy equipment
operator. He served in various civil engineer positions at MacDill Air Force
Base, Florida; Osan Air Base, Republic of Korea; Kunsan Air
Base, Korea; Andersen Air Force Base, Guam; and Keesler Air Force Base,
Mississippi. He returned to the site of his original technical training Fort
Leonard Wood, Missouri as an instructor and instructor supervisor. As a Senior
Master Sergeant, he transferred into personnel as the military personnel flight
superintendent, Keesler Air Force Base, in 1999. From there, Chief Roy served
as a Command Chief Master Sergeant at wing, numbered Air Force, and unified
combatant command levels. These assignments included Columbus Air Force Base,
Mississippi; Charleston Air Force Base South Carolina; Langley Air Force Base,
Virginia; and 5th Air Force and United States Forces Japan, at Yokota Air Base,
Japan. In October 2004, he deployed as the 386th Air Expeditionary Wing,
Southwest Asia Command Chief Master Sergeant. He then served as the United
States Pacific Command senior enlisted leader at Camp H.M. Smith, Hawaii.
9.5.3.4.16.2. Chief Roy's key focus areas
included ensuring Airmen were ready for joint and coalition operations;
deliberately developing Airmen through education, training and experience; and
building a culture of resiliency within Airmen and their families. He worked to
expand and solidify training and engagement in joint and coalition environments,
which helped enhance the employability of Airmen in the increasingly joint and
coalition warfighting environment. He also stressed the importance of updating
and expanding distance-learning opportunities, and developed and promoted the
Enlisted PME-Next construct, designed to close the gap in PME following Airman
Leadership School.
9.5.3.4.17. CMSAF James A. Cody:

9.5.3.4.17.1. James A. Cody grew up in Lakeville,
Massachusetts, and entered the Air Force in 1984 as an air traffic controller.
He served in various air traffic control positions at Ramstein Air Base,
Germany; Pease Air Force Base, New Hampshire; Vandenberg Air Force Base,
California; Osan Air Base, Republic of Korea; Incirlik Air
Base, Turkey; Langley Air Force Base, Virginia; and MacDill Air Force Base,
Florida. In April 2002, he deployed as the superintendent of the Joint Task
Force Southwest Asia Combat Airspace Management Cell. Chief Cody then served as
a Command Chief Master Sergeant at a task force; wing; numbered Air Force; and
major command level. These included assignments to Travis Air Force Base,
California; MacDill Air Force Base, Florida; 18th Air Force at Scott Air Force
Base, Illinois, and Air Education and Training Command at Joint Base San
Antonio-Randolph, Texas.
9.5.3.4.17.2. Immediately upon assuming the
position, Chief Cody committed to the continued evolution of the enlisted
force. He identified various policies and processes, and with the support of
the Air Force Chief of Staff and Enlisted Board of Directors moved each of them
forward to ensure the enlisted force was prepared for future challenges. He
focused on the deliberate development of Airmen, evolving enlisted PME to a
blended learning model, and establishing Developmental Special Duties, which
ensured top Airmen were in leadership positions that best leveraged their
proven performance across the force. He heightened the conversation surrounding
work/life balance and the importance of finding a reasonable and sustainable
demand signal for Airmen, and strengthened care and support programs for
Wounded Warriors, including Airmen with invisible wounds such as TBI and/or
PTSD. Additionally, Chief Cody moved the Enlisted Evaluation System and
Weighted Airman Promotion System forward to ensure they served today's Air
Force, and Airmen. He led the biggest changes to both systems since their
inception in 1970, ensuring job performance was the greatest factor towards
promotion.
9.5.3.4.18. CMSAF Kaleth O. Wright:

9.5.3.4.18.1. Kaleth O. Wright grew
up in Columbus, Georgia and entered the Air Force in 1989 as a dental
technician. He served in a variety of dental positions at Pope Air Force Base,
North Carolina; Osan Air Base, Republic of Korea;
and Kadena Air Base, Japan. In 2001, he became a professional
military education instructor, serving in various positions at
the Kisling Noncommissioned Officer Academy, Kapaun Air
Station, Germany. He returned to his primary Air Force Specialty in 2004,
serving as the Dental Flight Chief at Pope Air Force Base, North Carolina,
squadron superintendent at Osan Air Base, Republic of Korea, Joint
Base Elmendorf Richardson, Alaska and Kadena Air Base, Japan where he
also served as the Superintendent of the 18th Mission Support Group. He was
selected as the Command Chief Master Sergeant for the 22d Air Refueling Wing, McConnell
Air Force Base, Kansas in 2012 and served as the
Command Chief, 9th Air and Space Expeditionary Task Force - Afghanistan, Kabul,
Afghanistan in 2014. In 2015, he became the Command Chief Master Sergeant for
3d Air Force and 17th Expeditionary Air Force, Ramstein Air Base before
becoming the Command Chief Master Sergeant of U.S. Air Forces in Europe and
U.S. Air Forces Africa. He has deployed in support of Operations DESERT
SHIELD/STORM and ENDURING FREEDOM.
9.6. Junior Enlisted Airmen
Responsibilities. Junior enlisted airmen
must:
9.6.1. Demonstrate a foundational understanding
of what it means to be an Airman in the profession of arms. Understand, accept
and embody the Air Force core values, Airman s Creed
and exhibit professional behavior, military bearing, respect for authority and
high standards of dress and personal appearance, both on- and off-duty, at home
and abroad. Correct other Airmen who violate standards.
9.6.2. Accept, execute, and complete all
duties, instructions, responsibilities, and lawful orders in a timely and
efficient manner. Place the requirements of official duties and
responsibilities ahead of personal desires.
9.6.3. Detect and correct conduct and behavior
that may place themselves or others at risk, and issue lawful orders when placed
in charge of a work activity or task involving other junior enlisted airmen.
9.6.4. Begin to learn and demonstrate the
institutional and occupational competencies outlined in Air Force Doctrine
Document 1-1, Leadership and Force Development; AFMAN
36-2647, Table A2.2; and the appropriate Career Field Education and Training
Plan. These competencies are gained through a combination of education (e.g.,
PME and academic programs), training (e.g., basic military training and career
development courses, and experience (e.g., primary and special duty and
professional organization participation).
9.6.5. Meet all pre-deployment and mission
requirements and maintain the highest level of technical readiness. Attain and
maintain a skill level commensurate with rank, as well as a high degree of
proficiency in duties outlined in the Career Field Education and Training Plan.
9.6.6. Increase personal resilience by
understanding and mastering the social, physical, mental and spiritual domains
of comprehensive airmen fitness, and encouraging others to do the same.
9.6.6.1. Be mentally ready to accomplish the
mission. Issues that can affect and detract from mental readiness are quality
of life, financial problems, sexual harassment or assault, discrimination,
stress, marital problems and substance abuse. These issues can prevent Airmen
from focusing on the mission, diminish motivation, erode a positive attitude
and reduce work quality. Be aware of warning signs and seek appropriate
assistance through the chain of command, chaplain, medical community and
helping agencies, and help others do the same.
9.6.6.1.1. Be alert for signs of depression or
suicide. If depressed or suicidal, seek immediate assistance. Practice and
teach the DoD Ask, Care and Escort concept for suicide
prevention. Ask - Are you thinking about harming yourself or others? Care
-calmly take control of the situation, show genuine concern and listen. Escort
(not direct) - the person to mental health, the chaplain, or First Sergeant.
Call for help but never leave the person alone. junior
enlisted airmen are critical to suicide prevention efforts.
9.6.6.1.2. Be alert for behavioral changes
and/or signs of traumatic stress in themselves and others, and seek assistance.
9.6.6.2. Be physically ready to accomplish the
mission. Actively participate in the Air Force fitness program and always meet
Air Force fitness standards by maintaining a year-round physical conditioning
program that emphasizes total fitness, to include: aerobic conditioning, muscular
fitness training and healthy eating.
9.6.6.3. Be socially ready to accomplish the
mission. Build relationships and networks that promote well-being and optimal
performance. Teamwork, communication, connectedness and social support are key
components of social readiness.
9.6.6.4. Be spiritually ready to accomplish the
mission. Spiritual readiness is the proactive practice of establishing a sense
of purpose or personal priorities to develop the skills needed in times of
stress, hardship and tragedy. Spiritual readiness may or may not include
religious activities.
9.6.7. Be a knowledgeable Airman. Stay informed
on issues affecting the Air Force using Air Force media sources (e.g., af.mil
and my.af.mil). Ensure no discredit to the Air Force or compromise of
operational security when using personal and government information systems,
including social media.
9.6.8. Contribute to a culture and climate of
dignity and respect by supporting and enforcing a zero
tolerance policy for sexual harassment, sexual assault, and
discrimination. Know and understand the wingman concept. Airmen take care of
fellow Airmen. A good wingman shares a bond with other Airmen and intervenes to
maintain an environment free of any behaviors that hinder an Airman's ability
to maximize their potential and contribution. Positively support one another,
both on- and off-duty.
9.6.9. Demonstrate effective followership by
enthusiastically supporting, explaining and promoting leaders' decisions.
Develop innovative ways to improve processes and provide suggestions up the
chain of command that will directly contribute to unit and mission success.
Promote a culture of innovation and continuous process improvement to identify
and resolve deficiencies.
9.6.10. Continue to pursue personal and professional
development through education and involvement. Promote camaraderie, embrace
esprit de corps and act as an Air Force ambassador (e.g., join professional
organizations and/or participate in organization and community events).
9.7. NCO Responsibilities. In addition to all junior enlisted Airmen responsibilities, NCOs
must:
9.7.1. Lead and develop subordinates and
exercise effective followership in mission accomplishment. NCOs have the
authority to issue lawful orders to complete assigned tasks in accordance with
Article 92 of the Uniform Code of Military Justice.
9.7.2. Increase knowledge and understanding of,
and mentor junior enlisted airmen on the institutional and occupational
competencies required to accomplish the mission. These competencies are gained
through a combination of education (e.g., academic programs and PME), training
(e.g., on-the-job training), and experience (e.g., mentoring and/or
participating in professional organizations).
9.7.3. Increase personal
and subordinates resilience by championing the social, physical,
mental and spiritual domains of comprehensive airman fitness and encouraging
others to do the same.
9.7.3.1. Champion social readiness. Develop and
lead team-building or networking activities in the unit and encourage subordinates
to participate in outside social engagements.
9.7.3.2. Champion physical readiness. Lead the
way by promoting, supporting, and participating in unit physical training
activities and the Air Force fitness program. Incorporate physical training
into the teams' duty schedules as the mission allows.
9.7.3.3. Champion mental readiness. Be actively
aware of issues in subordinates that can impact mental readiness and mission
effectiveness. Address issues negatively impacting mental readiness, and take
positive steps to resolve them in a responsible manner.
9.7.3.4. Champion spiritual readiness to help
accomplish the mission. Allow for and encourage subordinates to develop
spiritual skills needed in times of stress, hardship and tragedy. This may or
may not include religious activities.
9.7.4. Demonstrate and facilitate a climate of
effective followership by willingly owning, explaining and promoting leaders'
decisions. Develop innovative ways to improve processes, reduce costs and
improve efficiency and provide suggestions up the chain of command that will
directly contribute to unit and mission success.
9.7.5. If senior in grade, accept
responsibility for assuming the role of leader. Responsibility and
accountability increase commensurate with grade. Within enlisted grades, NCOs
take rank and precedence over all junior enlisted Airmen and other NCOs
according to rank. Within the same grade, use: date of rank, total active
federal military service date, pay date, and date of birth, in this order, to
determine seniority. NOTE: In some
circumstances NCOs who are lower in rank may be placed in charge of other NCOs
of the same grade (i.e., a Technical Sergeant, with a date of rank of 1 Apr 08,
is placed in charge of a fellow Technical Sergeant, with a date of rank of 1
Apr 07). When placed in charge by commanders, these NCOs have the authority to
issue lawful orders appropriate for mission accomplishment.
9.7.6. Take an active leadership and
supervisory role by investing in subordinates. Stay professionally engaged with
subordinates on a daily basis both on and off-duty. Understand a
subordinate's environment by visiting living spaces and installation support
facilities (e.g., dining facilities, chapel centers, recreation centers,
dormitories, and enlisted clubs) to be familiar with off-duty opportunities and
living conditions. Mentorship is a critical component of leadership; NCOs must
use professional and personal experiences to positively mentor others.
9.7.7. Train and develop subordinates to ensure
they are technically ready to accomplish the mission, and guide and instruct
them to ensure they are prepared to accept increased levels of authority and
responsibility.
9.7.8. Remain keenly aware of individual and
group dynamics affecting readiness and safety. Identify those exhibiting
high-risk behaviors, intervene, and deter further unsafe practices.
9.7.9. Appropriately recognize and reward
individuals whose military conduct and duty performance clearly exceed
established standards. Ensure subordinates are held accountable when they do
not meet established standards.
9.7.10. Provide feedback and counseling to
subordinates on performance, career opportunities, promotions, benefits, and
entitlements. Feedback and counseling are required utilizing the Airman Comprehensive
Assessment. However, continuous informal and formal feedback, mentorship, and
counseling opportunities exist to optimize a subordinate's potential and
performance. On an annual basis, NCOs must discuss and provide a copy of the
Air Force Benefits Fact Sheet to subordinates during feedback.
9.7.11. Promote a culture of Airmen who are
flexible and capable of mastering multiple tasks and mission requirements.
Pursue opportunities outside primary Air Force Specialty Code, encourage
retraining as needed to balance the force and meet mission requirements.
Promote a culture of innovation and continuous process improvement to identify
and resolve deficiencies.
9.7.12. Complete and promote PME and
professional enhancement courses to develop and cultivate leadership skills and
military professionalism. Continue personal and subordinate development.
9.8. Senior NCO Responsibilities. In addition to meeting all junior enlisted Airmen and NCO
responsibilities, senior NCOs must:
9.8.1. Epitomize excellence, professionalism,
pride, and competence, serving as a role model for all Airmen to emulate.
Reflect the highest qualities of a leader and professional and provide highly
effective leadership. A senior NCO's primary purpose is mission accomplishment.
Senior NCOs must lead people and manage programs while maintaining the highest
level of readiness to ensure mission success. 9.8.2. Translate leaders'
direction into specific tasks and responsibilities their teams can understand
and execute. Senior NCOs must study leaders' decisions to understand their
rationale and goals. They then must fully leverage their personal experience
and knowledge to more effectively accomplish the mission.
9.8.3. Help leaders make informed decisions.
Senior NCOs must draw upon their knowledge and experience to provide
constructive input to best meet the challenges facing their organizations.
9.8.4. Be an active, visible leader.
Deliberately develop junior enlisted Airmen, NCOs, fellow
senior NCOs and Company Grade Officers into better followers, leaders, and
supervisors.
9.8.5. Secure and promote PME and professional
enhancement courses for themselves and subordinates to develop and cultivate
leadership skills and military professionalism. Provide for subordinates to
study Career Development Course and PME material during duty time, when
appropriate. Complete an associate s degree through the community College of
the Air Force, if not already earned, and continue development for self and
subordinates through available education, leadership lectures and seminars, and
the Chief of Staff of the Air Force Reading List.
9.8.6. Support civilian and commissioned
officers' continued development by sharing knowledge and experience to best
meet the organization's mission requirements. Build and maintain professional
relationships with both, striving to create effective leadership teams.
9.8.7. Ensure money, facilities and other
resources are utilized in an effective and efficient manner and in the best
interest of the Air Force. Plan resource utilization, replenishment, and budget
allocation to ensure personnel are provided the equipment and resources needed
to effectively accomplish the mission. Understand, manage, and explain manning
requirements and capabilities. Promote a culture of innovation and continuous
process improvement to identify and resolve deficiencies.
9.8.8. Promote responsible behaviors within all
Airmen. Readily detect and correct unsafe or irresponsible behaviors that
impact unit or individual readiness. Promote peer involvement in detecting and
correcting those behaviors, and recognize and reward Airmen who properly employ
risk management philosophies.
9.8.9. While every Airman has a duty and
obligation to act professionally and meet all Air Force standards at all times,
senior NCOs have a special obligation and responsibility to ensure the Air
Force retains a climate and culture of dignity and respect, as outlined in
AFPD-1, Air Force Culture. Senior NCOs who fail to
monitor, correct and advise subordinates and leaders when needed have not
executed their responsibility.
9.9. Enlisted Duty Titles. When properly applied, duty titles facilitate a quick
understanding of a person's role and level of responsibility. Enlisted duty
titles are assigned based upon the scope of responsibility and the duties being
performed. The following duty titles are the official, authorized duty titles
for the enlisted force. Exceptions include special positions listed in AFI
36-2618, Chapter 10 and limited instances when a person's position or duties do
not meet the criteria listed below. In such circumstances, enlisted personnel
will have a duty title that most accurately reflects their day-to-day duties.
When published, duty titles specified in functional directives will be utilized.
9.9.1. Supervisor. Used for junior enlisted
Airmen and NCOs who are first line supervisors (e.g., Heavy Equipment
Supervisor and Shift Supervisor). Junior enlisted
airmen will not have the duty title Supervisor unless they are at least
a SrA, an ALS graduate, and supervise the work of others.
9.9.2. Noncommissioned Officer in Charge. Used
only for NCOs and senior NCOs in charge of a work center or element.
Noncommissioned Officers in Charge typically have subordinate supervisors
(e.g., Noncommissioned Officer in Charge, Installation Security and
Noncommissioned Officer in Charge, Outbound Assignments). Noncommissioned
Officer in Charge is also used for those whose primary duty is a unit-wide
program or function management (e.g., Noncommissioned Officer in Charge, Unit
Training Management and Noncommissioned Officer in Charge, Resource Management)
even if they do not directly supervise personnel.
9.9.3. Section Chief. Used for NCOs and senior
NCOs in charge of a section with at least two subordinate work centers or elements
(e.g., Section Chief, Network Control Center). Section chiefs are typically
senior NCOs and the rank will vary depending upon the size of the section
(number of enlisted personnel, number of work centers, and scope of
responsibilities).
9.9.4. Flight Chief. Used for NCOs and senior
NCOs who are the enlisted leaders of a flight (e.g., Flight Chief, Information
Systems Flight; and Flight Chief, Operations Flight).
Flight chiefs are typically senior NCOs and the rank will vary depending upon
the size of the flight (number of enlisted personnel, number of work centers,
and scope of responsibilities).
9.9.5. Superintendent. Used for senior NCOs in
charge of squadron or wing level functions when having oversight of functions
within their respective units. Superintendents are typically a Chief Master
Sergeant and occasionally a Senior Master Sergeant or Master Sergeant at
squadron level and below (e.g., Aircraft Maintenance Squadron Superintendent
and Command Post Superintendent). Only senior NCOs will hold the duty title of
Superintendent.
9.9.6. Manager. In addition to the special
senior NCO positions of Air Force Career Field Manager and Major Command
Functional Manager, the title of manager is used for NCOs and senior NCOs who
are program, project, and policy managers at Numbered Air Forces, Major
Command, Direct Reporting Unit, Field Operating Agency, Joint Staff, or Air
Staff levels. They may or may not have personnel working for them and may be
the enlisted leader of the branch, division, or directorate (e.g., Manager,
Intelligence Systems Integration and Manager, Joint Operations Analysis and
Planning).
9.9.7. Chief. Used for Chief Master Sergeants
who are program, project, or policy managers at Numbered Air Forces, Major
Command, Direct Reporting Unit, Field Operating Agency, Joint Staff, or Air Staff. They may or may not have personnel working for them
and may be the enlisted leader of the branch, division, or directorate (e.g.,
Chief, Air Force Enlisted Force Development; and Chief, Airmen Assignments). NOTE: Senior Enlisted Advisor, Senior Enlisted Leader and Chief
Enlisted Manager duty titles are only used when holding a designated and
approved position. Approved use of the title Senior Enlisted Advisor or Senior
Enlisted Leader is not always synonymous with the role of a Command Chief
Master Sergeant.
9.10. Special Enlisted Positions. Enlisted Airmen may serve in a variety of special leadership or
duty positions outside of their functional specialty. These positions include,
but are not limited to:
9.10.1. Chief Master Sergeant
of the Air Force. The Chief Master Sergeant of the Air Force is the senior
enlisted leader of the Air Force and takes precedence over all enlisted
members. The Chief Master Sergeant of the Air Force provides leadership to the
enlisted force and advises the Chief of Staff of the Air Airforce, Secretary of
the Air Force, Chairman Joint Chief of Staff, and the Secretary of Defense on
enlisted matters. The Chief Master Sergeant of the Air Force communicates with
the force, serves on boards and committees for numerous organizations affecting
Airmen, testifies before Congress, and is the Air Force career field manager
for command chief master sergeants and group superintendents. The Chief Master
Sergeant of the Air Force also consults with sister service senior enlisted
advisors on issues affecting all enlisted members; engages with foreign
military leadership regarding theater security cooperation and partner nation
development efforts; represents the AF to the American public, professional
organizations and the media; and manages the AF Order of the Sword Program. The
written abbreviation is CMSAF and the official term of address is Chief Master
Sergeant of the Air Force or Chief.
9.10.2. Command Chief Master
Sergeant and Senior Enlisted Leader. The Command Chief Master Sergeant is
the senior enlisted leader in a wing, Numbered Air Force, Major Command, Direct
Reporting Unit, Field Operating Agency, state or other similar organization.
The equivalent to a Command Chief Master Sergeant in a Combatant Command or
Joint Task Force is a Combatant Command or Joint Task Force Senior Enlisted
Leader. The Command Chief Master Sergeant and/or Senior Enlisted Leader
provides general supervision to the command's enlisted force and is responsible
for advising commanders and staff on mission effectiveness, professional
development, recognition, key enlisted Airmen nominations and hires,
accelerated promotions, performance evaluations, military readiness, training,
utilization, health, morale, and welfare of the organization's enlisted, and
takes action to address shortfalls or challenges. They also regularly visit
Airmen, to include traveling to geographically separated units/elements;
interact with sister service counterparts; serve as a liaison to and work
closely with the local community; actively lead in the organization's fitness
program; and ensure the enlisted force is ready to meet deployment
requirements. RegAF Command Chief Master Sergeant and/or Senior
Leaders serve on the enlisted force distribution panel by advising the senior
rater and panel on enlisted Airmen's potential to serve in the next higher
grade. They assist and advise in the selection and nomination of enlisted
Airmen for positions of greater responsibility, to include developmental
special duties. The Command Chief Master Sergeant is the functional manager for
group superintendents and first sergeants in their organization. The Command
Chief Master Sergeant performs other duties as required/directed by their
commander.
9.10.3. Group Superintendent.
Group Superintendents provide leadership, management, and general supervision
of the organization's enlisted force; and guidance in organizing, equipping,
training, and mobilizing the group to meet home station and expeditionary
mission requirements. RegAF superintendents may support and advise
the squadron commanders and superintendents prior to the enlisted force
distribution panel on promotion eligible Airmen's performance and potential to
serve in the next higher grade. They also assist and advise in the selection
and nomination of enlisted Airmen for positions of greater responsibility, to
include developmental special duties. Total Force superintendents manage and
direct resource activities; interpret and enforce policies and applicable
directives; establish control procedures to meet mission goals and standards;
and actively support and maintain robust recognition programs. They work in
concert with other enlisted leaders such as squadron superintendents and first
sergeants to oversee the readiness, training, health, morale, welfare, and
quality of life of assigned personnel. They represent the commander at various
meetings, visit Airmen in the group, participate on advisory councils and
boards, interact with sister service counterparts as required, and actively
lead in the organization's fitness program. They perform other duties as
directed by the group commander.
9.10.4. Commandant.
Commandants are assigned at each ALS, NCOA, collocated PME Center, senior NCOA,
and the First Sergeant Academy. They implement and enforce policies,
procedures, and directives directly related to the accomplishment of the
school's course of instruction. They analyze data; provide direction and
vision; and ensure effectiveness via curriculum evaluations, faculty mentoring,
student achievement/feedback, and contact with senior leaders. Additionally,
they coordinate frequent visits from high-ranking military and civilian
leadership.
9.10.5. Enlisted Engagement
Manager/International Affairs. Enlisted Engagement Managers plan,
coordinate, and conduct enlisted engagements with partner nations on behalf of
Secretary of the Air Force, International Affairs. They serve at the Major
Command and Headquarters Air Force.
9.10.6. Enlisted Legislative
Fellows. Enlisted Legislative Fellows are senior NCOs who receive
instruction and handson experience on Capitol Hill through education
and development activities consisting of an intensive orientation of Congress;
a full time assignment to the staff of a member, committee, or
support agency of congress in Washington D.C.; and periodic seminars throughout
the assignment. They write and develop research for potential legislative
issues of immediate or ongoing concern to the Air Force and nation. The
Enlisted Legislative Fellows are assigned to the Legislative Liaison, Office of
the Secretary of the Air Force.
9.10.7. Command Chief Master
Sergeant Executive Assistant. Command chief executive assistants perform
assistant duties in support of a Command Chief Master Sergeant or Combatant
Command Senior Enlisted Leader at the wing, Numbered Air Force, Direct
reporting uniting/Field Operating Agency, Major Command and Combatant Command
levels, as well as the Chief Master Sergeant of the Air Force. They serve as
personal assistants who oversee tasks requiring attention and pass pertinent
data, information, and insight from the staff to the Command Chief Master
Sergeant and/or Senior Leader, as well as other duties as required.
9.10.8. Defense Attach . Defense
attach's serve in United States embassies in countries around the world. They
manage and maintain Defense Attach Office budget and fiscal data, maintain
Defense Attach Office information files; coordinate United States Naval ship
visits and United States military aircraft over-flight and landing clearances
with host country officials; coordinate office support requirements with
embassy officials; and perform office administrative and support duties
according to Defense Intelligence Agency standards.
9.10.9. Inspections
Superintendent. The inspections superintendent provides feedback, support,
and assistance to the
Inspector General and Director of Inspections
for implementing the Air Force Inspection System at Field Operating
Agency/Direct Reporting Units, wings and wing equivalents, major Commands, and
Headquarters Air Force. They advise the Inspector General and Director of
Inspections on all activities related to the Air Force Inspections Systems.
9.10.10. Language and Culture
Advisor. Language and culture advisors serve as key advisors and
consultants to commanders and supervisors on issues pertaining to foreign
language and regional culture. They prepare written reports, briefs and
summaries based on specific requirements, and serve as an
interpreter/translator as required.
9.10.11. Enlisted Aide.
Enlisted aides perform tasks and details that, if performed by general or flag
officers, would be at the expense of the officer's primary military and
official duties. Duties relate to the support of military and official
responsibilities of the general or flag officer and include assisting with the
care, cleanliness, and order of assigned quarters, uniforms and military
personal equipment, as well as planning, preparing, arranging, and conducting
official social functions and activities, such as receptions, parties, and
dinners.
9.10.12. Protocol Specialist.
Protocol specialists provide expertise and support for all protocol matters at
the installation, wing, Numbered Air Force, Major Commands, and Headquarters
levels. They perform, manage and direct all administrative and procedural
protocol duties and responsibilities, and provide protocol support for
distinguished visitors at all levels. Support includes escort duties, and
planning and executing program itinerary visits, official ceremonies and
special events.
9.10.13. Unit Deployment
Manager (UDM). UDMs are the principal advisor to the organization commander
on all issues related to deployment readiness and execution. They implement and
execute commander-directed deployment actions for assigned personnel and cargo;
monitor and maintain unit deployment readiness statistics; implement commander,
Major Commands, and Headquarters Air Force deployment readiness guidance; and
exercise general supervision over assigned squadron personnel in all matters
related to deployment readiness and execution.
9.10.14. Missile Facility
Manager. Missile facility managers supervise daily activities at the
missile alert facility. They perform routine equipment inspections and
emergency operating procedures, and respond to actions directed by the missile
combat crew to ensure proper operations of the facility.
9.10.15. Courier.
Couriers safeguard and deliver armed forces courier service material. They
provide adequate protection for material from receipt through delivery or to
storage, and caution handlers to exercise care in storing material. Couriers
verify each item by identification number when receipting for or delivering
material, and maintain constant surveillance over material in custody on the
courier route.
9.10.16. Airman Dorm Leader
(ADL). ADLs perform full time as a manager of Air Force unaccompanied
housing facilities. They are responsible for daily operations to include
mentoring residents and assisting them in their adjustment to military life;
ensuring residents comply with directives and military living standards; and
assessing good order and discipline. They also manage facilities and bases
areas; perform budget and program execution; and maintain supplies,
furnishings, and equipment necessary for providing quality facilities.
9.11. Developmental Special
Duties. Enlisted Airmen in the rank of SSgt
through MSgt may have the opportunity to serve in one of ten developmental
special duty positions. Developmental special duties are identified as such due
to their unique leadership roles and the Airman s
responsibility to mentor and mold future leaders. To ensure the highest quality
Airmen are assigned to these positions, the Air Force has implemented a
nomination process. The nomination process provides commanders, through their
respective major command, an opportunity to nominate their best Airmen to fill
these critical positions while providing a developmental career path. The
Developmental Special Duties are:
9.11.1. Academy Military
Training NCO. Academy Military Training NCOs lead, mentor, instruct,
develop, and supervise United States Air Force Academy cadets. They serve as
the principal advisor to the Cadet Squadron Commander on all issues relating to
cadets. Academy Military Training NCOs prepare cadets to support mission
requirements, provide military training, and exercise general supervision and
leadership to ensure cadet and squadron success.
9.11.2. Airman and Family
Readiness Center NCO. Airman and Family Readiness Center NCOs
are the principal military advisor to the Airman and Family Readiness Center director and staff on matters regarding readiness,
resilience, and deployment of Airmen and their families. They support the
Airman and Family Readiness Center s overall functional mission to ensure
programs and services are responsive, and they develop and provide personal and
family readiness services related to pre-deployment, deployment, sustainment,
redeployment, reintegration, and post-deployment education and consultation.
9.11.3. USAF Honor Guard.
Honor guard Airmen represent the Air Force at ceremonies where protocol or
custom dictate using an honor guard or military escort. They symbolize the
United States Air Force to American and foreign dignitaries at public
ceremonies; participate in Air Force and joint service arrival and departure
ceremonies for the President, foreign heads of state, and other national or
international dignitaries; and perform military funeral honors for USAF Regular
Air Force, retired personnel, and veterans according to prescribing
publication. Honor guard NCOs lead and supervise Airmen serving on the United
States Air Force Honor Guard team performing duties described above. NOTE: RegAF USAF Honor Guard NCOs are selected through
the Developmental Special Duty nomination process.
9.11.4. Career Assistance
Advisor (CAA). CAAs serve at the wing level and are responsible for
managing CAA and First Term Airman Center programs, as well as advising
commanders and supervisors on force management and professional enhancement.
CAAs also advise Airmen on career progression and planning, monitor mandatory
pay and benefits briefing programs, and conduct advertising and publicity
programs.
9.11.5. First Sergeant.
First sergeants provide a dedicated focal point for all readiness, health,
morale, welfare, and quality of life issues within their organizations. At home
station and in expeditionary environments, their primary responsibility is to
build and maintain a mission-ready force. First sergeants derive their authority
from the unit commander and advise the commander, command chief master
sergeant, and other enlisted Airmen on morale, discipline, mentoring,
well-being, recognition, and professional development. They ensure the enlisted
force understands the commander's policies, goals, and objectives, and conduct
quality force reviews on all enlisted performance reports, decoration
recommendations, and other personnel actions. Working with their fellow senior
NCOs and supervisors, first sergeants ensure equitable and effective
discipline, and the highest esprit de corps. First sergeants work closely with
CCMs to prepare the organization's enlisted force to best execute all assigned
tasks. They actively participate in the First Sergeant Council and other
activities that support the needs of the military community.
9.11.6. Military Training
Instructor (MTI). MTIs are responsible for shaping newly enlisted
trainees into Airmen ready to serve in the United States Air Force. They must
exhibit the highest levels of professional behavior, military bearing, respect
for authority, and dress and personal appearance. They plan, organize, and
direct basic and initial military training, and determine requirements for
training, facilities, space, equipment, visual aids, and supplies. They
instruct trainees in dormitory setup, drill, and other training subjects using
demonstration-performance and lecture methods, and inspect and evaluate
military training activities, personnel, and facilities.
9.11.7. Military Training
Leader (MTL). MTLs supervise all assigned non-prior service Airmen
during technical training. They evaluate standards of conduct, performance,
military bearing, and discipline while scheduling and conducting military
training functions. They establish incoming, outgoing, and student entry
briefings; conduct individual and group interviews; motivate personnel to
develop military attitudes, effective human relations, and social skills for
improving interpersonal and military relations; and assist students in their
personal adjustment to military life.
9.11.8. Professional Military
Education (PME) Instructor. PME instructors use informal lectures, case
studies, teaching interviews, guided discussions, and a variety of other
teaching methods to provide the PME instruction and education necessary to
facilitate knowledge and understanding of the Air Force institutional
competencies. They plan, organize, and direct PME programs at ALS, NCOA and
Senior NCOA. PME instructors are responsible for developing and delivering PME
courses that develop the institutional competencies for enlisted Airmen along
their career continuum. As role models for other Airmen, PME instructors
must exhibit the highest levels of professional behavior, military bearing,
respect for authority, and dress and personal appearance.
9.11.9. Recruiter. The
Air Force recruiter is the first Airman most potential enlistees will ever
meet. They represent the Air Force in communities across America and must exhibit
the highest levels of professional behavior, military bearing, respect for
authority and dress and personal appearance. They are responsible for
interviewing, screening, testing and evaluating applicants from civilian
sources; assisting and participating in special events such as state and
municipal ceremonies, exhibits, fairs, parades, centennials and sporting
events; and performing other duties as required to achieve recruiting goals.
9.11.10. Technical Training
Instructor. Technical training instructors provide initial skills training
and education for their Air Force specialty. They are technical experts in
their career field with an Associate's Degree from the community College of the
Air Force. They work closely with Air Force career field managers to develop
training and education requirements necessary to award the 3-skill level; and
plan, organize, and direct the training of all non-prior service Airmen and
career Airmen cross-training into a new Air Force specialty.
9.12. Airmanship.
9.12.1. Airmanship Defined. The Army has
soldiers. The Navy has sailors. The Marine Corps has marines. The Air Force has
Airmen. From the Airman Basic to the Four-Star General, we in the Air Force are
all Airmen. As Airmen, we are part of a professional subculture and we
demonstrate various disciplines in defense of our Nation through something we
call Airmanship. Airmanship
is the mindset, evident in our behaviors, that causes us to proudly exhibit the
highest levels of professional service to our country.

Figure 9.4. Airmanship
9.12.1.2. What exactly is this mindset? The
dictionary defines mindset as a
mental disposition or attitude that predetermines one's responses and interpretations
of situations. In the case of Airmanship, that mental disposition or
attitude (mindset) is what we think and how we feel about membership in the
profession of arms, and that mindset is reflected in our behavior. A genuine
belief in the oath of enlistment, an embracement of Air
Force core values as your own, commitment to the profession of arms and an unstoppable determination known as warrior ethos are the hallmarks of that mindset. Such a
mindset produces pride, selfless service, and care for our country. This
mindset is what we aspire to create and sustain in order to perpetuate
behaviors necessary for mission accomplishment.
9.12.1.3. Our behavior is a direct result of
our mindset (belief, commitment, embracement, and willingness), and demonstrates
our personal commitment to membership in the profession of arms. Adherence to
and enforcement of standards, the willingness to fulfill all responsibilities,
impeccable wear of the uniform, readiness to perform mission objectives, and
perpetuation of the Air Force culture provide a clear picture of what we expect
Airman behavior to look like. (See Figure 9.4).
9.12.2. Airmen s Week
(Airmanship 100). Airmen's Week is the first phase in CSAF s larger
Culture of Excellence initiative; Airmen's week is the first touch-point in
career-long continuum of professionalism development. Airmen s Week is a
stand-alone course that commences immediately following Basic Military Training
(BMT) but before Airmen start technical training. Every Airman (including Guard
& Reserve) graduating from BMT has attended Airmen's week, which began on
23 Mar 2015.
9.12.2.1. Mission and
Goals. Airmen's Week equips Airmen to transition from a solid BMT
foundation to the personalization of integrity, service, and excellence. It enables
them to apply our core values to real-world situations and demonstrate the
dignity, respect, and pride that all Airmen should have in themselves and
others. Airmen's Week challenges these Airmen to examine their personal values
and decision-making framework to embrace the Airmen's Creed. The goal is
a more professional, resilient Airman, inspired by our heritage, committed to
the Air Force core values, and motivated to deliver Airpower for America.
9.12.2.2. Curriculum. Airmen
s Week is a 31-hour course with a curriculum designed to utilize affective
learning methods which require Airmen to not only respond to/engage with
material presented, but also demand they make a value judgment on it. This
highly-interactive environment is focused on the application of AF Core Values,
ethical decisionmaking, and Airmanship .
9.13. We Are All Recruiters (WEAR)
and Recruiters Assistance
Programs (RAP):
9.13.1. The We Are All Recruiters (WEAR)
Program may grant individuals permissive temporary duty status if they participate
in an event that directly enhances the recruiting mission. All Airmen,
regardless of their Air Force specialty, are recruiters. A WEAR event is an
event where the interaction of Air Force personnel educates and increases
public awareness of the Air Force and could potentially provide numerous leads
for recruiters. Approval for WEAR is limited to those events where Airmen are
directly speaking to potential applicants or influencers about Air Force
opportunities. Applicants are defined as individuals within the 17- to
39-year-old range; and influencers are defined as parents, community leaders,
teachers, counselors, coaches, etc. WEAR events are approved on an individual
basis. For those events where multiple Airmen are attending, each attendee must
submit a package for approval. WEAR requests must be first approved by the
individual's commander in accordance with AFI 36-3003, Military
Leave Program. Requests are then routed through Air Force Recruiting
Squadron Public Affairs to the Air Force Recruiting Squadron commander. The Air
Force Recruiting Squadron commander is the approval authority for all WEAR
packages. Members may receive up to 14 days permissive TDY to attend a WEAR
event. For more information, see AFI 36-3003, or visit www.recruiting.af.mil and review the WEAR fact sheet.
9.13.2. The Recruiter Assistance Program (RAP) is an active-duty leave
program, run by the Air Force Recruiting Service, where an Airman directly
supports an Air Force recruiter. The Air Forces grants up to 12 days of
nonchargeable leave, including one weekend, in accordance with AFI 36-3003, Military Leave Program. RAP is open to Airmen of all ranks
interested in participating and having a positive impact on recruiting. RAP is
beneficial to the Air Force and to participants because Airmen can be a major
influence in bringing the Air Force story to their hometown or place of
previous residence by helping recruiters make contacts and develop leads. RAP
duties may include participation in question-and-answer sessions, making
presentations, or providing testimonials of their Air Force experiences to high
school and college students. For more information about RAP, see AFI 36-3003 or
visit www.recruiting.af.mil and review the RAP fact sheet.
Section 9C
Enlisted Professional Military Education (PME)
9.14. United States Air Force
Enlisted Professional Military Education.
Air Force enlisted PME compliments training,
experience, and other educational programs to provide enlisted leaders a
continuum of learning via progressive courses concentrated on developing
leadership, Airmanship and military professionalism. Enlisted PME courses
provide professional education to enlisted Airmen at specific and critical
career points, and thus play a vital role in preparing them for increased
supervision, leadership, and management challenges. More specifically, enlisted
PME develops Air Force institutional competencies
and subcompetencies vital to the knowledge and skills required for
critical thinking, sound decision making and strategic thinking to provide the
Air Force with agile combat support. More than 67,000 enlisted Airmen complete
enlisted PME courses each year. For more information about Air Force enlisted
PME programs and policies, see AFI 36-2301, Developmental
Education.
9.14.1. Thomas N. Barnes
Center, Enlisted PME Academic Affairs.
The Thomas N. Barnes Center for Enlisted
Education, enlisted PME academic affairs is located at Maxwell Air Force
Base-Gunter Annex Alabama. Academic affairs provides enlisted PME
program development, faculty development, and operational program management
for four resident and three distance learning courses. Academic affairs
also conducts studies and advises Air Force and other key leaders on
numerous issues and policies pertaining to Air Force and joint enlisted PME
matters. They can be reached via the Barnes Center for Enlisted Education home
page at http://www.au.af.mil/au/barnes.
9.14.1.1. Mission and
Vision. The
academic affairs mission is to educate enlisted Airmen to accomplish the Air
Force mission. The academic affairs vision is educational excellence for Airmen
developing enlisted airpower leaders for America.
9.14.1.2. Curriculum. Enlisted
PME academic affairs provides comprehensive programs (curricula, evaluation,
analysis, instructor development) for each level of enlisted PME. These
programs consist of thorough and rigorous academic courses that use performance
evaluations and objective examinations to determine how well students achieve
instructional objectives. For the NCO Intermediate Leadership Experience and senior NCO Advanced Leadership Experience, the
principle instructional methods include experiential activities,
problem-centered leadership laboratories, personal reflection, guided
discussion, case study analysis, and writing assignments.
9.14.1.3. Academic
Credit. Airmen receive academic credit for completing enlisted PME
courses through the Community College of the Air Force, which is accredited
through the Southern Association of Colleges and Schools. Enlisted PME schools
provide the Community College of the Air Force with class graduate data, and
the Community College of the Air Force automatically updates individual records
and transcripts with academic credits.
9.14.2. Enlisted PME
Resident Courses:
9.14.2.1. Airman
Leadership School. The Airman Leadership School is the first level of
enlisted PME that enlisted Airmen complete as they progress through their Air
Force careers. On 1 October 1991, Air University established a standardized
Airman Leadership School program that replaced the NCO Preparatory Course and
the NCO Leadership School. Airman Leadership Schools operate at almost every
installation across the Air Force.
9.14.2.1.1. Mission. The
Airman Leadership School mission is to prepare Senior Airmen to be
professional, warfighting Airmen able to supervise and lead Air Force teams to
support the employment of air, space, and cyberspace power.
9.14.2.1.2. Curriculum. Airman
Leadership School is a 192-hour course with a curriculum designed to develop a
mindset and associated skills to meet four core graduate attributes: (1)
Expeditionary Airman, (2) Supervisor of Airmen, (3) Professional Airman, and
(4) Supervisory Communicator. Currently, Airman Leadership School graduates
earn 9 semester hours of college credit with Community College of the Air Force.
9.14.2.2. NCO
Academy. In 1955, Leadership Schools were established across the Air
Force to provide noncommissioned officers leadership and management training
required to assume day-to-day mission execution responsibilities. The stand-up
of these Leadership Schools (which later became NCO Academies) coincided with
the release of the first Enlisted Force Structure which established the leadership
roles and responsibilities of enlisted Airmen at each grade. In
November 1993, operational control of stateside NCO Academies transferred from
the various major commands to Air Education and Training Command. Air Education
and Training Command assigned all stateside NCO Academies to the College for
enlisted PME (now the Barnes Center for Enlisted Education). In addition to the
five Barnes Center-operated academies located at Lackland, Sheppard,
Tyndall, Keesler and Peterson Air Force Bases; the Air National Guard operates
one NCO academy at McGhee-Tyson Air Force Base; Pacific Air Force Command
operates three at Hickam, Kadena and Elmendorf Air Force Bases; and
United States Air Forces in Europe operates one at Kapaun Air Station.
9.14.2.2.1. Mission. The
NCO academy mission is to prepare junior enlisted leaders to be adaptable for
current and future leadership and management challenges in order to operate
[think/act] critically in complex and ambiguous environments. NCOs must
successfully complete the NCO academy Distance Learning Course and meet
attendance requirements published in AFI 36-2301, Developmental
Education in order to attend the Intermediate Leadership Experience.
9.14.2.2.2. Curriculum. The
NCO academy program encompasses the NCO academy Intermediate Leadership
Experience (ILE). ILE represents comprehensive junior NCO institutional
competency development and further develops the knowledge gained from the
distance learning course. The ILE is 198-hour course that includes guided
discussion classroom methodology, experiential exercises, case study analysis,
and immersive leadership development laboratories designed to improve an NCOs
competence, confidence and will to exercise assigned leadership
responsibilities.
9.14.2.3. Air Force Senior
NCO Academy. The Air Force established the Air Force Senior NCO
academy in 1972 to enhance development of senior NCOs through PME. In January
1973, the Air Force Senior NCO Academy conducted their first class of 120
senior NCOs at Maxwell Air Force Base-Gunter Annex Alabama. Presently, the Air
Force Senior NCO academy trains up to 2,250 Air Force senior NCOs, (Senior
Master Sergeants, Senior Master Sergeant selects, and selected Master
Sergeants), Navy and Coast Guard chief petty officers, Marine Gunnery Sergeants
and above, and international senior NCOs annually. Senior NCOs successfully
complete the senior NCO distance learning course and meet attendance
requirements published in AFI 36-2301, Developmental Education in order to
attend the Air Force Senior NCO Academy Advanced Leadership Experience.
9.14.2.3.1. Mission. The
Air Force Senior NCO academy mission is to develop joint and coalition senior
enlisted leaders to influence mission success in dynamic service environments.
9.14.2.3.2. Curriculum. The
Air Force Senior NCO Academy program encompasses the Senior NCO academy
Advanced Leadership Experience (ALE). ALE represents comprehensive
institutional competency development and further develops the knowledge gained
from the current Senior NCO distance learning course. The Air Force Senior NCO
Academy delivers the 200-hour ALE honing senior enlisted leader skills with
education that helps prepare them to be adaptable, critically thinking, and
strategically relevant in their operating environment. Successful students are
able to apply their understanding of concepts covered in the prerequisite
distance learning course as well as additional concepts instructed during the
ALE. ALE prepares senior NCOs for increased leadership responsibility in the
joint, combined, and interagency operating and strategic environment.
9.14.2.4. Chief Master
Sergeant Leadership Course. The Chief Master Leadership Course (CLC),
located on Maxwell-Gunter Air Force Base, Alabama, is the capstone and pinnacle
level of enlisted professional military education. The CLC was first launched
in 2004 as an 8-day resident course taught at the Air Force Senior NCO Academy.
The course was suspended in 2011 and re-established in 2013 as a 33-week
facilitated distance learning course which started on 16 November 2013 and
ended 12 September 2014. Currently, the CLC provides new Chief Master Sergeants
with foundational, strategic-level leadership competencies invaluable to fly,
fight, and win in the employment of air, space, and cyberspace. The CLC conducts
seven classes per year, educating 750 total force Chief Master Sergeants
annually. The CLC is designed for students selected for promotion to Chief
Master Sergeant. The expected learning outcomes for the course are to provide
Chief Master Sergeants a broad perspective of the Air Force mission as it
relates to national security established by our nation's senior leaders to all
levels of Airmen.
9.14.2.4.1. Mission. The
CLC mission is to provide Chief Master Sergeants the education to bridge
operational-tostrategic perspectives of the Air Force. The CLC vision is
to develop Chief Master Sergeants into strategic level leaders and to inspire
them to effectively lead, manage and mentor today's Airmen.
9.14.2.3.2. Curriculum. The
course consists of five modules: Educational Theories, National Security,
Strategic Leadership, Synchronized Engagement, and Integrated Development. The
CLC is a 20-day residence course, preceded by a 15-day, self-paced,
non-facilitated, distance learning lesson. The CLC demands extensive
self-study, critical creative thinking, communication, and interpersonal skills.
9.14.3. Enlisted PME
Distance Learning Courses.
Students completing enlisted PME distance
learning courses gain additional knowledge about their increasing responsibilities
as supervisors, leaders and managers as prescribed in AFI 36-2618, The Officer and Enlisted Force Structures. Enlisted PME distance
learning course policies are available on the Air University Education Support
Web page at http://www.aueducationsupport.com/ics/support/default.asp?deptID=8405 .
9.14.3.1. Airman
Leadership School (Course 3). The Airman Leadership School distance
learning Course 3 provides professional military education to prepare Senior
Airmen to supervise and foster a commitment to the military profession. The
Airman Leadership School curriculum addresses 165 educational competencies and
is designed to develop a mindset and associated skills with respect to four
core attributes of a professional NCO: (1) Professional Airmen, (2)
Expeditionary Airmen, (3) Supervisor of Airmen, and (4) Supervisory
Communicator. The Airman Leadership School distance learning course is open to
Air National Guard and Air Force Reserve Senior Airmen and Staff Sergeants. The
course is not available for Regular Air Force personnel. Course 3 is
administered by the Air Force Career Development Academy and is managed by
Barnes Center for Enlisted Education. Students must pass two course exams by
attaining the minimum passing score of 70 percent on each exam. Course 3
graduates earn 8 Community College of the Air Force semester hours of college
credit.
9.14.3.2. NCO Distance
Learning Course. The NCO distance learning
institutional competency development required to prepare each junior enlisted
leader to be professional, warfighting Airmen who can lead and manage Air Force
units in the employment of air and space power and is a prerequisite for
attendance to the NCO Academy. NCO distance learning course is 168 contact
hours of individual study and consists of three modules: (1) Course
Introduction, (2) Leadership and Management, and (3) Operational Airman. The
course is open to the total force. To successfully complete this course,
students are required to pass three module exams, demonstrating curriculum
mastery by attaining the minimum passing score of 70 on each exam. NCO distance
learning course graduates earn 9 CCAF semester hours of college credit.
9.14.3.3. Senior NCO
Distance Learning Course. The Senior NCO
Distance Learning Course provides institutional competency development required
to prepare Senior NCOs to lead the enlisted force at the tactical and
operational levels. The curriculum's design heightens students' appreciation
and understanding of the three attributes of the Senior NCO: (1) Self
Awareness, (2) Leadership and Management, and (3) Joint Warfighter. This course
is open to the total force. Completion of the Senior NCO Distance Learning
Course is a prerequisite to attend the Air Force Senior NCO Academy. To
successfully complete this course, students are required to pass three module
exams, demonstrating curriculum mastery by attaining the minimum passing score
on each exam Senior NCO Distance Learning Course graduates earn 4 Community
College of the Air Force semester hours of college credit.
9.15. Senior Enlisted Joint PME.
Chairman Joint Chiefs of Staff Instruction
1805.01B, Enlisted Professional Military Education Policy,
requires all enlisted personnel operating in joint, interagency, multinational,
and coalition warfighting organizations to learn joint concepts. Enlisted
personnel learn joint concepts at each enlisted PME level to improve their
ability to operate effectively as part of the joint force and to meet joint
force needs. Senior enlisted joint PME provides Senior NCOs a more
comprehensive joint education to prepare them for assignments to joint billets
at the senior enlisted leader or command senior enlisted leader level.
9.15.1. Mission and Goals.
Senior enlisted joint PME provides Chairman
Joint Chiefs of Staff-sponsored assignment-oriented educational opportunities
for enlisted leaders serving in, or designated to serve in, joint and combined
organizations. Senior enlisted joint PME is web-based and is designed to expose
enlisted personnel to joint education, prepare them to succeed by improving
their ability to operate effectively as part of a future joint force, and prepare
them to supervise multiple Service members. Senior enlisted joint PME is
available to total force personnel in grades E-5 through E9. Senior enlisted
joint PME courses are offered entirely on line and are accessible from anywhere
at any time via the Internet. Note: Students must
complete rank-required service enlisted PME before enrolling in Senior enlisted
joint PME.
9.15.2. Curriculum.
Senior enlisted joint PME consists of two
courses of instruction referred to as senior enlisted joint PME I and II and is
hosted by Joint Forces Staff College on Joint Knowledge Online. Senior enlisted
joint PME I emphasizes curriculum commensurate with E-5/E-7 Joint
Assignment responsibilities. Senior enlisted joint PME II is focused on
preparing E-7/E-9 enlisted members for their senior leadership roles in Joint
Assignments. Senior enlisted joint PME I and II has learning areas and
objectives in (1) National Strategic Overview, (2) Joint Interagency,
Intergovernmental, and Multinational Capabilities (3) Foundations of Joint
Operations and (4) Joint Force Leadership. For more information or to enroll,
go to https://jkodirect.jten.mil/Atlas2/faces/page/login/Login.seam.
Section 9D
Military Ethics
9.16. Introduction.
Military ethics is about each Airman doing
what is right and just for our country, Air Force, and unit. Our Air Force,
driven towards excellence by competence and character, is built upon thousands
of good Americans that have volunteered to defend our country. These Airman
realize truth and integrity are more than buzz words; those words are the focal
point of our moral compass. As General John D. Ryan, the 16th Air Force Chief
of Staff, said "any order to compromise integrity is not a lawful
order." Airmen must have the courage to be the type of people we ought to
be. Ethical Airmen are not focused on personal successes or virtues.
9.16.1. As an Airman serving proudly in the
Profession of Arms, you definitely know the difference between right and wrong.
The Air Force provides guiding rules and standards through an ethical code. An
ethical code guides us in our daily decision making. Our ethical code is
prescribed throughout our Air Force Core Values, Oath of Enlistment, Oath of
Office, Air Force Instructions, and the Uniform Code of Military Justice. You
ll be faced with decisions. Some decisions you will have to make. Other
decisions you will help your wingmen make. These decisions might be related to
your mission, your personal life, or the interest of your peers. The choice you
make can be successful when you re utilizing sound ethical principles.
9.16.1.1. Sound ethical principles are rooted
in our Air Force Core Values. Our core values of Integrity First, Service Before Self, and Excellence In All We Do clearly
define our identity. Every Airman learns to cherish our core values when they
enter our profession. They begin by reading the core values, then understanding
the core values, and finally living the core values. Expanding upon our core
values lead us to virtues we must practice and demonstrate in our lives.
9.16.1.2. Integrity First
is a character trait and the willingness to do what is right even when no one
is looking. Integrity is your moral compass and inner voice of
self-control. The virtues of honesty, courage, and accountability stem from
Integrity First. Honesty means our words must be unquestionable so we preserve
the trust that unites us through common goal and purpose. Courage is about
doing the right thing despite fear and empowers us to make ourselves better.
Accountability instills our responsibility while maintaining transparency and
ownership for our actions.
9.16.1.3. Service Before
Self tells us professional duties take precedence over personal desires.
The virtues of duty, loyalty, and respect blossom from Service Before Self. Duty is our obligation to perform what is
required for the mission; sometimes having to make sacrifices in ways that no
other profession has or will. Loyalty is our internal commitment to the success
and preservation of something bigger than ourselves, ordered as country, Air
Force, and unit. Respect requires us to treat each other with dignity and value
them as individuals, knowing all Airmen possess fundamental worth as human
beings.
9.16.1.4.
Excellence In All We Do directs us to develop a sustained
passion for the continuous improvement and innovation that propels the Air
Force, as well as ourselves, beyond the capabilities of our adversaries. The
virtues of mission, discipline, and teamwork are the cornerstone of
Excellence In All We Do. Mission encompasses
operations, product, and resource excellence; must accomplish our duties
correctly while practicing fiscal responsibility. Discipline is an individual
commitment to uphold the highest standards of personal and professional
conduct, which we demonstrate with attitude, work ethic, and continuous
improvement. Required is teamwork at every level to complete the mission and we
must recognize the interdependency of each Airmen's contribution toward the
mission and strive for organizational excellence.
9.16.1.5. An ethical dilemma is a situation
where one is forced to choose between at least two alternatives. Three general
causes of ethical dilemmas are uncertainty, competing values, and potential
harm. Uncertainty is the result of not having all the facts pertaining to the
situation, having no experience dealing with the situation, or not having a
clearly established policy, procedure, or rule for deciding how to choose.
Competing values occur when our personal values conflict with those of our
institution, subordinates, peers, or supervisors; however, the mark of a true
professional is maintaining high professional standards despite conflicting
values. Potential harm relates to the intentional and unintentional
consequences caused by your actions; you should always think through second and
third order consequences of your actions. When facing an ethical dilemma, Dr.
James H. Toner provides us the framework of ethical principles for decision
making.
9.16.2. According to Dr. James H. Toner,
former Professor of International Relations and Military Ethics, Air War
College, military ethics is rooted in the three Os: owing, ordering, and oughting.
9.16.2.1. Military ethics cannot properly
exist without the concept of owing. If we, as Airmen, know who and why we owe,
we are able to recognize the obligation, responsibility, and duty which give
rise to moral thinking and ethical reasoning. Airmen must understand they owe a
debt of gratitude to our country, family, service, chain of command, and
comrades. Additionally, from the pioneers of aviation to the selfless sacrifice
of battlefield Airmen, we owe to those who came before us and those we serve
with today to strive for excellence in all we do .
Furthermore, this is a reflection of the core value service before self as
identified in the Airman's Creed: I am faithful to a proud
heritage, a tradition of honor, and a legacy of valor.
9.16.2.2. The second O is for ordering, or
what Dr. Toner calls moral structuring and ethical priorities. In other words,
are you putting your priorities in the right order? Many illegal activities or
easily prevented mistakes are the result of a leader s failure to order wisely and well. As defenders of freedom and justice, we
take an oath to defend the Constitution of the United States, and to obey the
President and the officers appointed over us, in that order. As Airmen, our
highest priority is to serve our country. We can never sacrifice the good of
our nation for the good of our service, our superiors, or ourselves. According
to Dr. Toner, the proper ordering of our priorities should be country, Air
Force, and then unit. Dr. Toner explains that to understand this concept, look
at the service tape on your uniform and notice the United States always comes
before Air Force. We pronounce the same when we recite our Airman's Creed: I am an American Airman, I am a warrior, I
have answered my nation's call.
9.16.2.3. The final O, oughting, is the
understanding of what Airmen ought to do every day. What Airmen do may not be
what they ought to do and this may sound simple, but military hierarchies
insist upon obedience to orders and total discipline. Ethics, however, objects
to this, insisting upon conditional and contextual obedience to orders, which
ought to be obeyed, if lawful. The Manual for Courts-Martial,
Rule 916, states It is a defense to any offense that
the accused was acting pursuant to orders unless the accused knew the orders to
be unlawful or a person of ordinary sense and understanding would have known
the orders to be unlawful. Our core values help guide us in the direction of
what we ought to do.
9.16.3. To support our concept of ordering,
we are introduced to the three Ps: principle, purpose, and people.
9.16.3.1. Our principle, which is truth
telling and honorable service, is always first. Truth telling goes hand in hand
with our core value of integrity first , which is the
foundation of trust. Trust unites us as Airmen and permits you to grow a strong
wingman bond. Honorable service is detailed in the Code of Conduct, which in
and of itself is an ethical guide. Just ask Captain Scott F. O Grady, who was
shot down behind enemy lines.
9.16.3.2. Our purpose as Airmen, clearly
defined as mission accomplishment and duty, is why our service exists.
From hot air balloons to wooden propellers to turbofan engines, Airmen have
risen to the challenge at hand. We are the Tuskegee Airmen that never let an
escorted bomber get shot down. We are the liberators of the oppressed as
evidenced in Operation Desert Storm. We are the future of advanced warfare
which we proudly proclaim in the Airman's Creed: I am an
American, My mission is to fly, fight, and win.
9.16.3.3. Our people make all of this
possible. Just look to the walls of the Enlisted Heritage Research Institute to
see this is true. Staff Sergeant William H. Pitsenbarger gave his
life aiding and defending a unit of soldiers pinned down by an enemy assault.
Sergeant John L. Levitow disregarded his own wounds and saved the
lives of his entire crew. Senior Airman Jason D. Cunningham gave his life so
that others may live. Airman First Class Elizabeth N. Jacobson made the
ultimate sacrifice while guarding a convoy of American service men and women.
These heroic Airmen personified this passage from the Airman's Creed: I am an American Airman, guardian of freedom and justice, my
nation's sword and shield, its sentry and avenger, I defend my country with my
life.
9.16.4. To assist our decision making, we
incorporate the three Rs: rules, results,
and realities.
9.16.4.1. First, obey the rules because the
rules are the accepted moral norms. However, we can t create rules for every
possible situation. When facing an ethical dilemma and asking yourself What ought I do? reflect on the
core values to idealize the person we want to be and the example we want to
set.
9.16.4.2. Additionally, results are the goals
of country, Air Force, and unit and our responsibility as Airmen is to
accomplish the mission. However, in the climate of decentralized execution, our
responsibility is to figure out how to accomplish the mission. Do not make
decisions based on self-interests.
9.16.4.3. Finally, realities are inputs that
effect our decision-making. We must use our self-awareness to realize who we
are and what we do; because, what we do is who we are and who we are is what we
do. If your moral compass needs calibration, your decision
will not direct you on the right path. When your moral compass is well
maintained, you will guide your country, Air Force, and unit upon a righteous
path.
9.16.5. To put the three Os into
action, we utilize the three Ds: discern, declare, and do.
9.16.5.1. We must discern, or recognize, the
correct path to lead our Airmen on. Attentive wingmen utilize critical thinking
to discern. Remember to properly order your
thinking.
9.16.5.2. We must declare the correct path as
we have discerned the correct path. Effective leaders educate and promote the
growth of their team. Your inclusion of team members will enhance the change
process.
9.16.5.3. Then we must do what we have
discerned and declared. Spirited warriors accomplish the mission. We speak
these truths when reciting the Airman s Creed: I am an
American Airman, wingman, leader, warrior, I will never leave an Airman behind,
I will never falter, and I will not fail.
9.16.6. As Airmen, we owe those who wore the
uniform before us. We are free today because others sacrificed their time,
effort, and lives to make our country what our country is, and we must continue
the fight to ensure our country stays strong and secure. We must also order our priorities so we are able to overcome any temptation
to stray from our military norms and values. Finally, we should always do what
we ought to do.
9.16.6.1. When contemplating what to do,
considering your possible courses of action is important. By listing your
possible decisions that could correct the situation, you can quality check your
ideas to take the most moral path. Put each of your courses of action to the
test. Dr. Robert M. Hicks, former Deputy Director of the Civil Air Patrol,
Chaplain Services, identified three tests we can use to check the morality of
our actions.
9.16.6.2. The network test consists of asking
yourself, How would this decision look when aired on
the news? If your actions were broadcast on the evening news, would you be
proud of your actions or ashamed of your actions? Would your actions
discredit yourself or those we owe? If you find the answer to be the latter,
then your decision doesn t pass the network test.
9.16.6.3. The United States of America test
focuses on asking yourself, Is this decision good for America? Is this decision
good for the United States Air Force? Is this decision good for my unit? Is
this decision good for me? If you take this course of action, are you properly
ordering your priorities? Would your actions promote the virtues of Service Before Self (duty, loyalty, and respect)? If you can t
answer this with a resounding yes, this might not be the best decision.
9.16.6.4. The divine test deals with asking
yourself, Would I feel good about the decision when I
give account for my life? When telling the story of your proud and honorable
service to our country, would you include conversation about this decision?
Would you feel guilt or loss of trust from this action? If you can t answer
this with a positive input, the course of action fails the divine test.
9.16.6.5. Utilizing the information provided
to you should provide you with a clear path of understanding on how to make
ethical decisions. What is important to keep your focus on are two main areas
of honorable service: your commitment to the Profession of Arms and your
ability to make ethical choices. You can build your own ethical knowledge while
fostering that of your peers. Remind yourself and your peers of the reason you
do what you do, as found in the Oath of Enlistment or Oath of Office. Declare
the importance of adhering to established ethical codes, relying on them when
faced with a choice between right and wrong. Use Dr. Toner's model and Dr.
Hicks' three tests when making ethical choices.
9.16.7. Military ethics is not about others,
but is about you knowing what is true and doing
what is right; about being the man or woman who leads the kind of life you can be proud of.
Section 9E
Enlisted Force Development
9.17. Introduction.
Enlisted Force Development is a life-cycle
approach to developing innovative Airmen prepared to accomplish the Air Force
mission and lead in a rapidly evolving global environment while attempting to
meet both personal and professional needs. Deliberate development is essential
throughout an Airman's career and satisfied through education on institutional
competencies, training on functional competencies, a varied array of
experiential opportunities, and force developmental tools. When developing
Airmen, what is essential is to ensure they take full advantage of the abundant
opportunities and resources that exist both functionally and institutionally.
What is imperative from an enterprise perspective, is to look at how Airmen
progress through their career fields and then into operational and strategic
leadership positions.
9.17.1. Functionally, the Air Force develops
technical experts through career field progression and succession planning.
From the earliest stages of their careers, Airmen and their supervisors must
comprehend the progression path for technical and professional development. In
the majority of career fields, the progression roadmap and developmental
pyramid provide sufficient direction to produce Airmen qualified for their
current duties and for future responsibilities. Incumbent upon Career Field
Managers is to routinely review their progression strategy to ensure their
career field's technical requirements are being satisfied.
9.17.2. Institutionally, we strive to develop
experienced leaders. As Airmen demonstrate expertise and potential, they should
be encouraged to take on more responsibility and increased leadership roles.
Developmental opportunities such as deployments, joint assignments and
headquarters staff assignments offer a unique perspective on how the Air Force
functions. Furthermore, special duty assignments provide skills and insight
beneficial to an Airman's future capabilities.
9.17.3. Additionally, educational
opportunities exist throughout an Airman's career which contribute to
individual overall development. Enlisted Professional Military Education,
developmental education, civilian education and
other selfimprovement programs such as the United States Air Force
Library Digital Media Program and Air Force Credentialing Opportunities On-Line
enhance the knowledge and capabilities of Airmen.
9.17.4. Effective career progression and
Airman Development are dependent upon frank conversations between supervisors
and subordinates regarding career field and institutional requirements,
personal qualifications and goals, and available developmental opportunities.
Routine counseling and performance feedback sessions should include these
discussions.
9.18. Enlisted Force
Development Oversight:
9.18.1. The Enlisted Force
Development Panel.
The Enlisted Force Development Panel is
responsible for guiding enlisted force development initiatives. The Enlisted
Force Development Panel is charged to review, evaluate, and make
recommendations to senior Air Force leaders regarding concerns, programs and
initiatives relating to the education, training and experiences impacting enlisted
Airman Development. The Enlisted Force Development Panel is hosted by the
Chief, Enlisted Force Development and co-chaired by the Chief Master Sergeant
of the Air Force and the Director, Force Development (Air Force/A1D). Panel
members include Command Chief Master Sergeants from the combatant command and
major command level as well as from the Air Force Reserve Command and the Air
National Guard. Additionally, there are Career Field Managers and
representatives from Air Education Training Command, Air University, Second Air
Force, Basic Military Training, Air Force Personnel Center and Headquarters Air
Force. A former Chief Master Sergeant of the Air Force attends as a strategic
advisor.
9.19. Enlisted Force
Development Tools.
In 2010, the Enlisted Force Development Panel
recommended initiating Enlisted Development Teams to enable the enlisted force
to deliberately develop senior enlisted leaders. According to Chief Master
Sergeant of the Air Force James A. Roy, "The purpose of deliberate
development is to grow our senior noncommissioned officers and grow the next
generation of senior enlisted leaders to meet the highly technical and very
complex leadership challenges the Department of Defense and the United States
Air Force face in the future." In 2011, pilot Enlisted Development Teams were established in
eight career fields, focusing on specialties associated with the nuclear
enterprise. In 2012, Air Force/A1 and the Vice Chief of Staff approved Enlisted
Development Teams for all Air Force specialty codes, with execution across the
enlisted force expected to be complete by 2017. Enlisted Development Teams are
designed to leverage the development of qualified Airmen with the leadership
capacity and acculturation necessary to support current and projected mission
requirements. Career Field Managers use Enlisted Development Teams to perform
progression and succession planning to place Airmen in key leadership and
developmental positions based on defined education, training, experience and
performance requirements. Placing the right people in the right place at the
right time is imperative.
9.19.1. MyVECTOR.
Formerly known as the Career Path
Tool, MyVECTOR is a Total Force, force development, experience
tracking, enterprise solution that supports the Secretary of the Air Force and
Chief of Staff of the Air Force development priorities. MyVECTOR is a
web-based career planning and force development tool which allows individuals
greater transparency into their development and career management. In addition
to being the enterprise information technology tool used to support Career
Field Managers and development teams, MyVECTOR also offers robust
mentoring capabilities. The reconfigured online platform has a modern look and
feel, with the new configuration supporting not only the traditional by-name
request method of requesting a mentor, but also providing
a mentormatching capability based on weighted characteristics
identified by the Airman searching for a mentor. MyVECTOR also has a
real-time Mentoring Plan, discussion forums, a bullet tracker to document
accomplishments, and the ability to dialogue on-line with your mentor. A
resource page is also available to assist both parties with mentoring questions
and relationships.
9.19.2. Enlisted Career
Path Pyramid.
The Enlisted Career Pyramid (Figure 9.5) is a
display of training, education, and experience which enlisted Airmen will
encounter throughout their career. This career path pyramid provides Airmen
with an understanding of current and future opportunities for continuing
development.
Figure 9.5. The Enlisted Career
Path

9.20. Institutional
Competencies.
Institutional competencies prepare Airmen to
operate successfully across the widest array of Air Force tasks and
requirements. These competencies provide a common language and a set of
priorities for consistency across the Air Force.
The Air Force's institutional competencies
are key to ensuring the ability of Airmen to operate successfully in a
constantly changing operational environment. They are broadly applicable and
span all occupations, functions, and organizational levels. These competencies
place the institutional responsibilities into a context of how the individual
should be developed and form the framework for force development in the Air
Force. The institutional competency list consists of 8 competencies and 25
sub-competencies. They are grouped into three categories: personal,
people/team, and organizational. 9.20.1. Personal
Competencies.
Personal competencies (Figure 9.6) are those
institutional competencies leaders need in face-to-face and interpersonal
relationships that directly influence human behavior and values. These are
foundational institutional competencies learned at the tactical level that will
continue to play a critical role as leaders move to the operational competence
and strategic vision levels. Personal competencies are essential for individual
contribution, for building cohesive units and for empowering immediate
subordinates. Each competency below is followed by the
relevant subcompetencies with definitions.
Figure 9.6. Institutional
Competencies Personal
|
Competency |
Subcompetency |
Definition |
|
Embodies Airman Culture |
Ethical Leadership |
Promotes Air Force core values (integrity first, service before self, excellence in all we do) through goals, actions, and referent behaviors |
|
Develops trust and commitment through words and actions |
||
|
Accountable for areas of responsibility, operations of unit, and personal actions |
||
|
Maintains checks and balances on self and others |
||
|
Followership |
Comprehends and values the essential role of followership in mission accomplishment |
|
|
Seeks command, guidance and/or leadership while providing unbiased advice |
||
|
Aligns priorities and actions toward chain of command guidance for mission accomplishment |
||
|
Exercises flexibility and
adapts quickly to alternating role as leader/follower: follower first, leader at times |
||
|
Warrior Ethos |
Exhibits a hardiness of spirit despite physical and mental hardships moral and physical courage |
|
|
Continuously hones their skills to support the employment of military capabilities |
||
|
Displays military/executive bearing, self-discipline, and self-control |
||
|
Develops Self |
Assesses self to identify strengths and developmental needs |
|
|
Seeks and incorporates feedback on own performance; aware of personal impact on others |
||
|
Continually increases breadth and depth of knowledge and skills; develops lifelong learning habits |
||
|
Communicating |
Speaking and Writing |
Articulates ideas and intent in a clear, concise, and convincing manner through both verbal and written communication |
|
Adjusts communication approach to unique operational environment and audience needs |
||
|
Effectively creates communication bridges between units, organizations, and institutions |
||
|
Active listening |
Fosters the free exchange of ideas in an atmosphere of open exchange |
|
|
Actively attempts to understand others' points of view and clarifies information as needed |
||
|
Solicits feedback to ensure that others understand messages as they were intended |
9.20.2. People/Team
Competencies.
This group of competencies (Figure 9.7)
involves more interpersonal and team relationships. They represent competencies
that, when combined with the personal competencies, are essential as leaders
move on to lead larger groups or organizations. People/team leadership
competencies are usually exercised more indirectly than personal leadership
competencies. Leaders use these competencies to set the organizational climate.
Each competency below is followed by the
relevant subcompetencies definitions.
Figure 9.7. Institutional
Competencies People/Team
|
Competency |
Subcompetency |
Definition |
|
Leading People |
Develops and Inspires Others |
Helps and motivates others to improve their skills and enhance
their performance through feedback, coaching, mentoring, and delegating Empowers others and guides them in the direction of their goals
and mission accomplishment Inspires others to transcend their own self-interests and embrace personal sacrifice and risk for the good of the organization and mission |
|
Takes Care of People |
People first--attends to the physical, mental, ethical, and
spiritual well-being of fellow Airmen and their families Creates an environment where Airmen take care of Airmen 24/7,
365 days a year, including leaders, peers, and subordinates; integrates wellness
into mission accomplishment Establishes work-life balance through time management and setting clear expectations and priorities |
|
|
Diversity |
Leverages differences in individual characteristics,
experiences, and abilities Leverages diversity for mission accomplishment and fosters an
inclusive environment Shows respect for others regardless of the situation; treats people in an equitable manner |
|
|
Fostering Collaborative Relationships |
Builds Teams and Coalitions |
Builds effective teams for goal and mission accomplishment and
improves team performance Contributes to group identity while fostering cohesiveness,
confidence, and cooperation Sees and attends to the interests, goals, and values of other
individuals and institutions Develops networks and alliances that span organizational, Service, department, agency, and national boundaries |
|
Negotiating |
Understands the underlying principles and concepts applied
before, during, and after a negotiation Attains desired mission outcomes while maintaining positive,
long-term relationships with key individuals and groups Uses appropriate interpersonal styles and methods to reduce
tension or conflict between two or more people, anticipates and addresses
conflict constructively, and anticipates and prevents counter-productive
confrontations Persuades and influences others; builds consensus; gains cooperation; effectively collaborates |
9.20.3. Organizational
Competencies.
These competencies (Figure 9.8) represent
those applicable at all levels of the Air Force but are most in demand at the
strategic level. Strategic leaders apply organizational competencies to
establish structure and articulate strategic vision. Effective organizational
competency skills include technical competence on force structure and
integration; on unified, joint, multinational, and interagency operations; on
resource allocation; and on management of complex systems. In addition, they
apply to conceptual competence in creating policy and vision and interpersonal
skills emphasizing consensus building and influencing peers and other policy
makers, both internal and external to the organization. This level is the nexus
of warfighting leadership skills for the Air Force. Also, this level is
achieved through having learned the lessons from the other types of
institutional competencies (i.e., personal and people/team). Each competency
below is followed by the relevant subcompetencies that define
definitions.
Figure 9.8. Institutional
Competencies Organizational
|
Competency |
Subcompetency |
Definition |
|
Employing Military Capabilities |
Operational and Strategic Art |
Understands and applies operational and strategic art in
conventional and irregular warfare, peacekeeping, and homeland operations Demonstrates expertise in integrating and leveraging doctrine,
concepts, and capabilities within an effects-based approach to operations Utilizes innovation and technology in the employment of lethal and nonlethal force |
|
Leverage Technology |
Understands how the Air Force traditionally uses technology
(i.e., scientific knowledge, technological expertise, engineering skills, and
mathematical and analytical capabilities) to reshape and rethink
possibilities and advance military objectives. Comprehends the skill sets critical for developing and
transitioning technology to meet airpower, joint, interagency, and coalition
mission requirements. Recognizes windows of opportunity for the application of technology to provide innovative solutions to enhance efficiency and effectiveness, as well as maintain current and future superiority. |
|
|
Unit, Air Force, Joint, and Coalition Capabilities |
Considers and applies capabilities of the Air Force across air,
space, and cyberspace Understands how Air Force capabilities relate and complement
other Service capabilities Understands interdependencies and interoperability across Services, agencies, departments, and coalition partners |
|
|
Non-adversarial Crisis
Response |
Recognizes the national security implications of peacekeeping
operations, humanitarian relief operations, and support to civil authorities,
both foreign and domestic Understands the need for engagement before and after warfighting or crisis response, the need for integrated involvement with interagency and multinational partners, and the need for multipurpose capabilities that can be applied across the range of military operations |
|
|
Enterprise Perspective |
Enterprise Structure and Relationships |
Understands the organizational structure and relationships
between the Air Force, the Department of Defense, joint staff, the combatant
commands, the defense agencies, and other elements of the defense structure Understands how one's function or unit fits into its parent
organizations Understands how one's parent organization relates to its external environment supporting and supported organizations, the public, Congress, etc. |
|
Government Organization and Processes |
Understands essential operating features and functions of the Air Force, DOD, the national security structure, other related executive branch functions, and Congress, to include leadership and organization; roles of members, committees, and staffs; authorization, appropriation, and budget processes; acquisition policy and procedures; and interdependencies and relationships |
|
|
Global, Regional, and Cultural Awareness |
Conscious of regional and other factors influencing defense,
domestic, and foreign policy Seeks to understand foreign cultural, religious, political, organizational,
and societal norms and customs Develops linguistic skills |
|
|
Communication Synchronization |
Informs and appropriately influences key audiences by
synchronizing and integrating communication efforts to deliver truthful,
timely, accurate, and credible information, analysis, and opinion Formulates the institutional message, telling the Air Force story |
|
|
Managing Organizations and Resources |
Resource Stewardship |
Identifies, acquires, administers, and conserves financial,
informational, technological, material, warfare, and human resources needed
to accomplish the mission Implements best practice management techniques throughout the organization |
|
Change Management |
Embraces, supports, and leads change Understands the change management process, critical success
factors, and common problems and costs Perceives opportunities and risks before or as they emerge |
|
|
Continuous Improvement |
Originates action to improve existing conditions and processes,
using appropriate methods to identify opportunities, implement solutions, and
measure impact Supports ongoing commitment to improve processes, products,
services, and people Anticipates and meets the needs of both internal and external stakeholders |
|
Competency |
Subcompetency |
Definition |
|
Strategic Thinking |
Vision |
Takes a long-term view and builds a shared vision that clearly defines and expresses a future state |
|
Provides innovative and creative insights and solutions for guiding and directing organizations to meet institutional needs |
||
|
Formulates effective plans and strategies for consistently achieving goals and maximizing mission accomplishment |
||
|
Anticipates potential threats, barriers, and opportunities; encourages risk-taking |
||
|
Decision-making |
Identifies, evaluates, and assimilates data and information from multiple streams and differentiates information according to its utility; uses information to influence actions and decisions |
|
|
Uses analytic methods in solving problems and developing alternatives |
||
|
Makes sound, well-informed, and timely decisions despite conditions of ambiguity, risk and uncertainty |
||
|
Analyzes situations critically to anticipate second and third order effects of proposed policies / actions |
||
|
Establishes metrics to evaluate results and adapts and implements feedback |
||
|
Adaptability |
Maintains effectiveness when experiencing major changes in work tasks or environment |
|
|
Adjusts to change within new work structures, processes, requirements, and cultures |
||
|
Responds quickly and proactively to ambiguous and emerging conditions, opportunities, and risks |
Section 9F The Profession of Arms: An Airman's Perspective
9.21. America's Guardians:
9.21.1. Since the Nation's birth, our
military has had the constitutional duty to ensure national survival, defend
lives and property, and promote vital interest at home and abroad. To provide
for the common defense, all of America s military services strive for
excellence in how they organize, train, and equip their forces to fight and win
the Nation's wars. All are vital, interdependent components of a mighty joint
team, united by a tradition of honor, valor, and devotion.
9.21.2. The Air Force exists to fly, fight,
and win to achieve strategic, operational, and tactical objectives unhindered
by time, distance, or geography. The Air Force's mission is to deliver
sovereign options for the defense of the United States of America and global
interests to fly and fight in Air, Space, and Cyberspace.
Thereby, jointly with our brothers and sisters in arms Soldiers, Sailors,
Marines, and Coast Guardsmen we underwrite the strategy of defending the
homeland and assuring allies, while dissuading, deterring, and defeating
enemies.
9.22. Professionalism or
Profession of Arms.
No profession asks more of their members than
the Profession of Arms. We are warriors, we have answered our Nation's call; no
one puts more on the line to defend freedom than the men and women of the
United States Armed Forces.
As members of the joint team,
we Airmen are part of a unique profession that is founded on the premise of
service before self. We are not engaged in just another job; we are
practitioners of the profession of arms. We are entrusted with the security of
our Nation, the protection of our citizens, and the preservation of its way of
life. In this capacity, we serve as guardians of America's future. By its very
nature, this responsibility requires us to place the needs of our service and
our country before personal concerns.
Our military profession is
sharply distinguished from others by what General Sir John Hackett has termed
the unlimited liability clause. Upon entering the Air Force, we accept a sacred
trust from the American people.
We swear to support and defend
the Constitution of the United States against all enemies, foreign and
domestic. We take this obligation freely without any reservations. We thereby
commit our lives in defense of America and her citizens should that become
necessary.
No other profession readily
expects its members to lay down their lives for their friends, families, or
freedoms. But our profession readily expects its members to willingly risk
their lives in performing their professional duties. By voluntarily serving in
the military profession, we accept unique responsibilities.
Inherent in all this is the
individual's willingness to subordinate personal interests for the good of
one's unit, one's Service, and one's Nation. We can ill afford individuals who
become sunshine soldiers' or get focused on careerism. Instead, we need
professionals who strive to be the best at their current job and who realize
they attain individual advancement through the success of their unit or work
center.
General Ronald R. Fogleman
Former Air Force Chief of Staff
9.23. The Airman's Perspective:
9.23.1. Throughout our history, the Air Force
has always had a perspective or mindset different than the surface components
of national military power, and this is based on a long history of lessons
learned in peace and war. Specifically, airpower in application is
fundamentally different from other forms of military power. Second, inherent
flexibility allows the force to be applied independently or in concert with
other forms of military power. Third, can be most effective if applied for the
right reasons and in the right concentrations at the right time and place to
achieve effects on the battlefield. Therefore, since Air Force forces are
employed differently, in different mediums, at different speeds and closure
rates and over greater distances. These forces must be applied by those who
truly appreciate the breadth and scope in the application of that power.
Finally, Airman should have fluent knowledge of these aspects of Air Force
capabilities.
9.23.2. Airmen are essential to the Air Force
institution and the successful execution of their mission. To understand and
actively advocate the Airman's perspective on the use of airpower to achieve
objectives as directed by proper authority is important. All Airmen share the
same goal to accomplish their organization s mission. In order to defend the
United States and global interests, Airmen should be prepared to fly and fight
in air, space, and cyberspace. Using the Airman's perspective gives Airmen a
distinctive advantage when performing this mission of the Air Force. Airmen
bring not only knowledge, skills, and abilities that allow them to accomplish
this mission, but a manner of approaching mission accomplishment unique to
those educated, trained, and experienced in bringing airmindedness to
all actions they perform. An Airman brings a perspective to performing the
Service's mission that compounds his or her effectiveness in a manner best
suited to support a commander.
9.23.3. Upon entering the Air Force, members
take an oath signifying their personal commitment to support and defend the
Constitution of the United States and a commitment and willingness to serve
their country for the duration of their Air Force career. The oath is a solemn
promise to do one's duty and meet one's responsibilities. The oath espouses the
responsibility to lead others in the exercise of one s duty.
9.23.4. Building warrior leaders who have the
competencies and skills to understand the complexity of expeditionary
operations and the successful execution of airpower capabilities in unilateral,
joint, or coalition operations is a responsibility shared by the Air Force and
individual Airmen. Also, Airmen must be able to use scarce resources
effectively to deliver required air, space, and cyberspace effects. The
development of this warrior ethos is an individual and organizational
responsibility.
9.23.5. When Air Force forces are employed in
various operational environments, they offer basic characteristics that, when
exploited, are fundamental to the successful conduct of war and peace. These
characteristics, when molded into viable force capabilities and executed by
knowledge-enabled Airmen, enhance the overall ability of the joint team to
achieve success when called upon. Therefore, each Airman should understand and
be able to articulate the full potential and application of Air Force
capabilities required to support the Air Force mission and meet United States
national security objectives.
9.24. The Warrior Ethos:
9.24.1. The central focus of the profession
of arms is warfighting. As Airmen, we have a special responsibility to ensure
the most lethal Air Force the world has ever seen flies and fights the right
way. Airmen have inherited an Air Force forged through the ingenuity, courage,
and strength of Airmen who preceded them. An Airman's duty is to continue to
provide the Nation and the next generation of Airmen an equally dominant Air
Force. Doing so requires Airmen to fully understand the profession of arms they
have chosen, the commitment they made by taking an oath of office, and the
acceptance to live according to the Air Force's core values. This is the
warrior ethos and a mindset designed to build the confidence and commitment
necessary to shape professional Airmen able to work as a team to accomplish the
mission. This mindset is shaped by an expeditionary service during combat,
humanitarian response, disaster relief operations, and by the lessons learned
from those operations. The warrior ethos is also developed and sustained over
the course of a career through a continuum of learning and associated
development experiences, including a wide variety of assignments, focused training
and education, exhibiting pride in the Air Force uniform, physical
conditioning, and understanding Air Force symbols, history, and culture.
9.24.2. Airmen share a history of service,
honor, and sacrifice. From the earliest days of airpower to the heights of
space,
Airmen have built an extraordinary heritage
that forms the foundation for the Service's boundless horizon. Even though we
are technology focused, we value quality over quantity. We embrace change and
through transformation and innovation ensure a viable Air Force for the future.
Airmen firmly grounded in the core values and ingrained with the warrior ethos
react to combat stresses, operational deployment pressures, and daily home
station demands with valor, courage, and sacrifice. We all have these
characteristics, which surface often during times of great difficulty or
unforeseen circumstances. While many acts of valor, courage or sacrifice go
unseen, others helped shape the finest traditions of the Air Force. They should
be recognized not only as part of United States Air Force history, but also to
illustrate that any Airman may be called upon to perform above and beyond in
the profession of arms.
9.25. Valor.
Valor is the ability to face danger or
hardship in a determined and resolute manner and is commonly known as bravery,
fearlessness, fortitude, gallantry, heart, nerve, and many other terms. Valor
is the willingness to step outside of one s comfort zone to deal with an
unexpected situation. Such situations can happen almost anywhere. Valor exists
in places other than on the battlefield; an Airman can exhibit valor when
presented with unusual circumstances in the daily routine of life. When acting
with valor, one expresses the qualities of a hero or heroine.
In the summer of 2005, Senior
Airman Shea Dodson wanted to do more than his assigned administrative
duties inside of Baghdad's Green Zone. The call was out for volunteers to
provide security for ongoing convoys, so Airman Dodson raised his hand. After
some intense just-in-time training, he was performing security detail for his
first convoy. On this mission, Airman Dodson put that training to good use.
When a suspected vehicle-borne suicide bomber raced toward the convoy, he fired
.50 caliber rounds into the engine block no fewer than four times, disabling
the vehicle. During the same mission, his unit became mired in traffic near a
high-rise development. He noticed movement above and saw an Iraqi armed with an
AK-47 creeping toward the edge of a balcony overlooking the convoy. Airman Dodson
immediately engaged with indirect warning fire from his M-16, hitting the wall
next to the suspected insurgent's head. The armed Iraqi dove for cover and
never returned. When the convoy arrived at its final destination, a children's
school, he continued with a complete security sweep of the perimeter houses to
ensure it was clear. Airman Dodson remained on armed watch as his team handed
out school supplies to the kids in the open courtyard. By 2 PM that same day,
Airman Dodson was back at his desk, keeping track of critical data for the
commanding general of the Multinational Security Transition Command Iraq. It
was all in a day's work for this dedicated Airman.
Quotations from the Air Force Memorial in
Washington, DC
Saving the lives of your fellow
Airman is the most extraordinary kind of heroism that I know.
General Curtis E. LeMay
(b. 1906 d. 1990) Former Air Force Chief of Staff
When I think of the enlisted
force, I see dedication, determination, loyalty, and valor.
Paul
W. Airey
(b.
1923 d. 2009)
First Chief
Master Sergeant of the Air Force
As I prepare for this mission,
I am a bit homesick Mother and Dad, you are very close to me, and I long so to
talk to you. America has asked much of our generation, but I m glad to give her
all I have because she has given me so much.
Sergeant Arnold Rahe, U.S. Army Air
Forces, WWII Killed in France; from a
letter to his parents
9.26. Courage.
Courage
is about the ability to face fear, danger, or adversity. Three types of courage
are critical in the profession of arms:
personal, physical,
and moral. Personal courage is about doing what's right even at risk to one's
career. Physical courage is the ability to overcome fears of bodily harm to get
the job done, or willingness to risk yourself for someone else s sake in battle
or the course of everyday life. Finally, moral courage is the ability to stand
by the core values when moral courage may not be the popular thing to do.
Integrity breeds courage when and where the behavior is most needed. More often
than not, courage is manifested as an act of bravery on the battlefield as
Airmen face the challenges present in combat.
While on a special mission in
Southwest Asia in 2005, Technical Sergeant Corey Clewley was loading
cargo on his aircraft when he saw a Romanian C-130 experience a hard landing.
Unbeknownst to the Romanian crew, the aircraft brakes caused a fire, causing
Sergeant Clewley to spring into action. He instructed a fellow
loadmaster to inform his aircraft commander of the situation and to ensure that
someone contacted the control tower of the fire while he and a crew chief
grabbed fire extinguishers and ran toward the burning aircraft. The Romanian
C-130 fire intensified as it spread to the aircraft's fuselage and ruptured the
hydraulic brake line. Despite the danger to himself, Sergeant Clewleygot
within a few feet of the flames and attempted to suppress the fire. His sense
of urgency tripled when he realized the C130 crew was still inside the aircraft
and was unable to get out of the burning aircraft. He saw a member of the crew
mouthing please, please and pointing to the troop exit door.
Sergeant Clewley refocused his attention to that area and began
suppressing the fire, enabling the crew to safely exit the aircraft. He
continued to keep the fire under control until the fire department arrived.
Sergeant Clewley credits the team effort that kept the incident from
becoming a deadly event and never considered the risk to his own life as he
worked to save a crew and aircraft that was not part of his responsibility, his
service, or even his Nation. He noted that saving the lives of the people on
board was more important than who owned the aircraft.
Quotations from the Air Force Memorial in
Washington, District of Columbia
9.27. Sacrifice:
9.27.1. Sacrifice involves a willingness to
give your life, time, or comfort to meet others' needs. Personal sacrifice
occurs on many levels, but is commonly evident in the heroic actions of Airmen
in combat. Day-to-day deployed garrison activities also present opportunities to
put others' needs before individual wants.
Everyday people can confront
their fears, pains and uncertainties with courage or cower to the daily
decisions facing them. Just being here (at Manas Air Base), you have
overcome many challenges with your courage that helped prepare you to
contribute to your Nation in tangible ways. You faced basic training, skills
training, and deployment to a location worlds away from your normal
life. All have taken courage and prepared you for the impact you are making
your decisions, your actions, your sacrifices of the luxuries of home, friends,
and family do make a difference. Every day, the Airmen of Manas, from
Airman Basic to Colonel, make decisions that have an impact on the Global War
on Terrorism! Without the contributions of the individual soldier who pays the
price to secure freedom for the many, the mission does not get done. Simply put
because Airmen have courage because Airmen make sacrifices because Airmen are
not intimidated by challenges because YOU have the courage to live a life of
sacrifice for the ideals of a nation, the mission is accomplished day in and
day out.
Major James Hall, Commander, Detachment 1,
317th Expeditionary Airlift Squadron
Manas AB,
Kyrgyzstan
They knew not the day or hour
nor the manner of their passing when far from home they were called to join
that great band of heroic Airmen that went before.
Quotations from the Air Force Memorial in
Washington, District of Columbia
Am going on a raid this afternoon
there is a possibility I won t return do not worry about me as everyone has to
leave this earth one way or another, and this is the way I have selected. If
after this terrible war is over, the world emerges a saner place pogroms and
persecutions halted, then I m glad I gave my efforts with thousands of others
for such a cause.
Inscription from the American Cemetery and Memorial, Cambridge, England
Sergeant Carl Goldman, U.S Army Air Forces,
WWII, B-17 Gunner, Killed in Western Europe; from a letter to
his parents
Our military families serve
right alongside those of us in uniform. A special thank you to all the spouses
and children and moms and dads out there praying for your loved ones in harm's
way we add our prayers, too, for their safe return.
General
Richard B. Myers
Former Chairman, Joint Chiefs of Staff
9.27.2. Exemplifying the Air Force core
values, Senior Airman Jason Cunningham, an Air Force pararescueman performed actions during Operation Enduring
Freedom that earned him the thanks of a grateful Nation, at the cost of his
life. The Air Force Cross is awarded to United States and Foreign military
personnel and civilians who have displayed extraordinary heroism in one of the
following situations: while engaged in action against a United States enemy,
while engaged in military operations involving conflict with a foreign force,
or while serving with a Friendly nation engaged in armed conflict against a
force in which the United States is not a belligerent party. The Air Force
Cross is awarded when the heroic actions fall just short of warranting the
Congressional Medal of Honor. Only 24 Airmen have been awarded the Air Force
Cross, the service's highest award, and only two, including Cunningham have
received the award since the end of the Vietnam War. Below is the citation for
Senior Airman Jason Cunningham's Air Force Cross.
|
CITATION
TO ACCOMPANY THE AWARD OF THE AIR FORCE CROSS (POSTHUMOUS)
TO JASON
D. CUNNINGHAM The President of the United States of America, authorized by Title 10, Section 8742, U.S.C., awards the Air Force Cross to Senior Airman Jason D. Cunningham for extraordinary heroism in military operations against an opposing armed force while serving as a pararescueman near the village of Marzak in the Paktia Province of Afghanistan on 4 March 2002. On that proud day, Airman Cunningham was the primary Air Force Combat Search and Rescue medic assigned to a Quick Reaction Force tasked to recover two American servicemen evading capture in austere terrain occupied by massed Al Qaida and Taliban forces. Shortly before landing, his MH-47E helicopter received accurate rocket-propelled grenade and small arms fire, severely disabling the aircraft and causing it to crash land. The assault force formed a hasty defense and immediately suffered three fatalities and five critical casualties. Despite effective enemy fire, and at great risk to his own life, Airman Cunningham remained in the burning fuselage of the aircraft in order to treat the wounded. As he moved his patients to a more secure location, mortar rounds began to impact within fifty feet of his position. Disregarding this extreme danger, he continued the movement and exposed himself to enemy fire on seven separate occasions. When the second casualty collection point was also compromised, in a display of uncommon valor and gallantry, Airman Cunningham braved an intense small arms and rocket-propelled grenade attack while repositioning the critically wounded to a third collection point. Even after he was mortally wounded and quickly deteriorating, he continued to direct patient movement and transferred care to another medic. In the end, his distinct efforts led to the successful delivery of ten gravely wounded Americans to life-saving medical treatment. Through his extraordinary heroism, superb airmanship, aggressiveness in the face of the enemy, and in the dedication of his service to his country, Senior Airman Cunningham reflected the highest credit upon himself and the United States Air Force. |
9.28. Profession of Arms
Conclusion:
9.28.1. We must remember that above all else,
we are Airmen first. We, more than anyone else, understand the price that is
paid for freedom. Airmen, more than anyone else, understand the sacrifices that
come from willingly serving our country. Finally, Airmen more than anyone else,
understand the meaning of belonging to the Profession of Arms.
9.28.2. We must learn from history. Our
shared touchstone of warrior virtues and single, unifying purpose remain
unchanged: fly, fight, and win. We must remain true to the legacy of valor and
devotion, so boldly written with contrails and smoke across the skies from
Ploesti and Schweinfurt, through MiG Alley and downtown Hanoi, to Kandahar and
Baghdad. This legacy defines our role in the American way of war to risk the
lives of Airmen to kick down the opponent's door so thousands need not die.
Section 9G
Personal Professionalism
The ultimate source of air and
space combat capability resides in the men and women of the United States Air
Force. We owe it to ourselves to continue our professional development to
continue to hone our quality edge.
General
John Jumper
Former Air Force Chief of Staff
9.29. Readiness:
9.29.1. One of the telltale signs of a
military professional is preparation. When the time comes to use their skills,
military professionals are ready because they took advantage of opportunities
to gain experience. Every military member will have opportunities to serve.
Those opportunities may be mundane, exciting, or inconvenient, but each will
provide a chance to gain experience and improve readiness levels.
9.29.2. Often, opportunities to serve do not
look particularly exciting or rewarding, but they hold the seeds of greatness.
Doing such tasks builds the experience level needed to sharpen judgment and
discernment. Military members should be open to a variety of experiences in
order to grow in all areas of life (physical, mental, emotional, and
spiritual). Military professionals cannot be disconnected from the world and
must remember that the cost of choosing one path may be the opportunity to take
another.
9.29.3. The military professional who stands
ready to make critical decisions and is able to perform under pressure is
usually the one who took advantage of unique opportunities that arose. From
past experiences, professionals build the confidence, judgment, courage, and
integrity they need to act professionally. Will they always feel ready?
Probably not, but most will likely say they wish they had more experience upon
which to base their decisions or improve their performance. Most experience is
gained by accepting opportunities as they come, even when conditions are not
perfect.
9.29.4. Certainly, no one can do everything.
Members must select wisely to prevent overloading and burnout. They can round
out their perspective vicariously by sharing others' experiences through
reading. Charles, Archduke of Austria, pointed to this thought when he said, A great captain can be formed only by long experience and
intense study; neither is his own experience enough for whose life is
sufficiently fruitful of events to render his knowledge universal?
9.30. Chief of Staff, United
States Air Force Professional Reading Program:
9.30.1. In 1996,
General Fogleman created the Chief of Staff, United States Air Force
Professional Reading Program to develop a common frame of reference among Air
Force members officers, enlisted, and civilians to help each become better,
more effective advocates of air and space power. Each Chief of Staff, United
States Air Force since then has enhanced and continued the Chief of Staff,
United States Air Force's Professional Reading Program. In 2012, General Norton
A. Schwartz revised the list by adding books; films; technology, entertainment,
design briefings; and online resources.
9.30.2. This program can help launch a
career-long reading habit or be used to supplement previous readings. Listed
materials cover various topics, although the majority detail air and space
power from its genesis to recent times. These sources provide great examples of
leadership to illustrate qualities Airmen should emulate. The list includes
insight into Air Force history, analyze ongoing conflicts and their relevancy
to the future, furnish organizational and leadership success stories, and
provide lessons learned from recent conflicts. The more you study, the better
you will understand the background behind the Air Force's core competencies and
the better equipped you will be to form and express your own opinions.
9.30.3. The Headquarters Air Force Historian
(HQ USAF/HO) is responsible for day-to-day management of the reading list. The
reading list is particularly relevant as civilian men and women take on more
responsibility in these times of global terrorism and international conflict.
Most of the books were chosen because of their readability. Their selection
does not reflect Chief of Staff, United States Air Force or United States Air
Force endorsement of the authors' views or interpretations. Access the updated
reading list and a brief summary of new selections at
http://www.af.mil/library/csafreading/index.asp. Air University will supply
each Air Force library with multiple copies of each new book on the list.
9.31. Core Values:
9.31.1. Core values are at the heart and soul
of the military profession: integrity first, service before
self, and excellence in all we do. Such values are closely intertwined
since integrity provides the bedrock for our military endeavors, and is
fortified by service to country. This in turn fuels the drive for excellence.
In light of the demands placed upon our people to support United States
security interests around the globe, the concept of service before self needs
further discussion. As members of the joint team, Airmen are part of a unique
profession founded on the premise of service before self. Airmen are not
engaged in just another job: they are practitioners of the profession of arms.
They are entrusted with the security of the Nation, the protection of their
citizens, and the preservation of their way of life. In this capacity, they
serve as guardians of America's future, and this responsibility requires Airmen
to place the needs of service and country before personal concerns.
9.31.2. The military profession is sharply
distinguished from others by what General Sir John Hackett has termed the
unlimited liability clause. Upon entering the Air Force, Airmen accept a sacred
trust from the American people. They swear to support and defend the
Constitution of the United States against all enemies, foreign and domestic.
They take this obligation freely without any reservations and thereby commit
their lives in defense of America and their citizens.
9.31.3. No other profession expects their
members to lay down their lives for their friends, families, or freedoms. By
voluntarily serving in the military profession, Airmen accept unique
responsibilities. In today's world, service to country requires not only a high
degree of skill, but also a willingness to make personal sacrifices. Airmen
work long hours to provide the most combat capability possible for the taxpayer
dollar. Military professional's duties require them to go temporary duty or
permanent change of station to harsh locations to meet national security needs;
are on call 24 hours a day, 7 days a week; and when called, deploy to the far
corners of the globe without complaint.
9.31.4. Inherent in all of this is individual
willingness to subordinate personal interests for the good of the unit,
Service, and Nation. Airmen can ill afford sunshine soldiers, or those who
focus on careerism. Instead, the military needs professionals who strive to be
the best at their current job, and who realize they attain individual
advancement through the success of their unit or work center. Careerism can be
most damaging in the case of leaders. If subordinates perceive leaders are
consumed with career concerns, they will be unwilling to forgo personal goals
for the good of the unit and the Air Force. This situation is only aggravated
by attempts to serve through a position or to do a quick touch and go in a key
job simply to fill out a resume. Ultimately, the mission will suffer with
potentially devastating consequences.
9.31.5. So, what is the payoff for placing
service before self? The paycheck or the benefits is not what keeps the
professionals going. Professionals remain with the Air Force because of the
intangibles: the satisfaction gained from doing something significant with
their lives, the pride in being part of a unique organization that lives by
high standards, and the sense of accomplishment gained from defending the
Nation and their democratic way of life.
9.32. Conclusion:
9.32.1. This chapter discusses the
philosophy, purpose, and structure of the enlisted force and examines the NCO
in terms of rank and precedence, legal authority, and general and specific
responsibilities. Also briefly described is the special positions of
trust senior NCOs may hold, such as Air Force career filed manager, first
sergeant, Command Chief Master Sergeant, and Chief Master Sergeant of the Air
Force, and concludes with a discussion of the profession of arms.
9.32.2. The word professional should inspire
all enlisted members to aspire to the ideal of service and expertise.
Professional status comes to people at different times in their lives and
careers. Furthermore, professionalism is achieved through continuous study,
practice, and experience. Overall, the military seems to fit strongly into the
professional category, but at what point can an individual claim professional
military status? Professional status is expressed by attitudes and commitments,
and by internalizing military values. Studying and understanding these factors
are vital to the senior NCO and the future of the United States Air Force.
Every senior NCO has an obligation to the United States, to the Air Force, and
to his or her supervisor and subordinates to be the very best professional possible.
9.32.3. Future military members must educate
themselves through study, experience, and by observing others. They must learn
to accept responsibility for their actions and those of their subordinates, and
to take appropriate action, never hiding behind excuses. Their focus must be on
devoted service to the Nation, not on pay, working conditions, or their next
assignment. Only then will they move toward achieving the ideal of
professionalism.
Chapter 10
LEADERSHIP
Section 10A
Overview
10.1. Introduction.
As the old adage a born leader implies, those
who lead were intended to, or supposed to, lead
since the day they were born; but how could that be true? Is leadership a
characteristic shared only by those gifted enough to lead or is it simply
defined by a person's position and authority? After all, given the authority
anyone can command, but what sort of influence does one who merely commands and
directs have on those who follow? In all actuality, leadership is an ability we
all can develop and a leader s effectiveness is often determined by the actions
of those who choose to follow. Leadership is a delicate mix of art and science
requiring people-oriented attributes, interpersonal communication, and an
undeniable character that motivates, or wills, others to follow. This chapter
examines the art and science of leadership and includes information to assist
Airmen in understanding what leadership is, how it pertains to the Air Force
mission, and why it is important to the institution of airpower. This chapter
continues with a brief explanation of the differences, and interrelationships
between leadership and management, offers an opportunity to assess one's
leadership qualities, and advice on how to become a more effective leader.
Furthermore, it explains the concept of vision, empowerment, and provides
information pertaining to leadership flexibility and followership. Lastly, we
will explore ways to effectively manage change and mentor followers.
Section 10B
Leadership
10.2. The Art and Science of
Leadership.
Merriam-Webster s dictionary defines the word lead as to guide on a way especially by going in advance or
to direct on a course or in a direction. A leader is considered a person who
directs a military force or unit and/or who has commanding authority or
influence. With this in mind, we can explain the act of leading in the Air
Force as the art and science of accomplishing the Air Force mission by
motivating, influencing, and directing Airmen. This highlights two central
elements: (1) the mission; objective, or task to be accomplished; and (2) the
Airmen who will accomplish it. All aspects of leadership should support the Air
Force mission and its Airmen. Successful leaders recognize that people are the
most valuable resource and, without them; the organization fails. Therefore,
the Air Force relies on its members to develop as leaders for today, and
tomorrow. The extent of a person s development is dependent on his or her
status within the organization (whether as an officer, enlisted, or civilian),
and the level of responsibility he or she has. Most enlisted members function
at the tactical level where their technical skills are combined with their
direct influence on subordinate members in daily operations and at war.
Good leaders are people who
have a passion to succeed .To become successful leaders, we must first learn
that no matter how good the technology or how shiny the equipment,
people-to-people relations get things done in our organizations. People are the
assets that determine our success or failure. If you are to be a good leader,
you have to cultivate your skills in the arena of personal relations.
General Ronald R. Fogleman Former Air Force
Chief of Staff
10.2.1. Set the Example.
Effective leadership takes more than simply talking
the talk. Leadership is modeling, or setting the example for others in word and
action. For many, this is considered the toughest part of leading. However, in
order to be successful, leaders must evaluate themselves and work on their
shortcomings. Effective leaders lead rather than
drive people. They make fair and firm decisions that are in the best interest
of good order, discipline, and successful accomplishment of the mission. A
leader's responsibilities go further than just being responsible for
accomplishing the mission. Effective leaders are not only expected to
accomplish the mission, but to do so with a minimal cost in resources, such as
people, materiel, and money. While no one expects the leader to be perfect, a
leader cannot demand the best from others if he or she cannot perform as
expected.
10.2.2. Motivate
Intrinsically.
Intrinsic motivation is encouraging others to
act, not because they have to; but because they want to. The Air Force
continuously adapts in new and innovative ways to conduct daily operations, and
requires leaders who can initiate and sustain change. To motivate
intrinsically, consider ways to get others to embrace ideas, strategies, and
initiatives.
10.2.3. Involvement.
A leader's success is reflected in the
efficiency, productivity, morale, and enthusiasm demonstrated by the followers
and a leader's involvement is essential to maximizing worker performance and
the mission. Leaders become a positive influence when they are actively
involved in their Airmen's careers. Although service members are obligated to
obey the orders of the President of the U.S. and the orders of the officers
appointed over [them], they respond more positively and with extra effort to
those who genuinely care about them. In today's environment of technology and
specialization, most leaders tend to find this environment allows them to
neglect the need of knowing their subordinate members of the organization, and
show sincere concern in their problems, career development, and welfare.
10.2.4. Learning from
Failure.
Leadership is all about risks and rewards and
effective leaders realize that failure is possibly one of the greatest learning
tools an organization has for achieving success. With every risk there is the
potential for failure; however, these are the moments which shed light on the
faults that exist within an organization, its processes, and procedures.
Effective leaders realize that learning from failure empowers change and
inspires efforts to improve. Therefore, leaders never fear failure, they
embrace it.
10.2.5. Transparency.
Direction, decisions, and actions are rarely
challenged if the leader's intentions are transparent. Transparency is
accomplished by integrating regular communication, shared decision-making,
mutual consensus, and healthy debate. Airmen should know the reason decisions
were made and how that decision will impact them and the organization.
Transparent leaders should not micromanage, give credit where credit is due,
and take accountability when things fail.
10.2.6. Flexibility.
Top-down, authoritative organizations is a
classic example of rigid and stubborn leadership and usually results in
resentment and animosity, especially during times of change. Leaders who are
flexible listen to other points of view, bend when necessary, and are not
afraid to change course if things are not going well.
10.2.7. Resilience.
Leaders at every level within an organization
constantly face challenges, changes, and criticisms. There will always be times
of uncertainty, deviation, turmoil, and at times, conflict. Therefore,
resilient leaders must possess a combination of compassion and thick skin.
10.2.8. Accountability.
Good things come to those who are
accountable, and leaders play an important part in ensuring accountability in
the workplace. Promoting accountability in the workplace includes establishing
clear roles and responsibilities, cultivating a sense of pride and ownership
among the members and teams within the organization, providing regular feedback
to subordinates, and leading with integrity and by positive example are all
responsibilities of a leader. Accountability does not focus on the discipline
and punishment associated with being unaccountable; but rather, concentrates on
creating, and sustaining, a continuously learning and always improving
organization.
Give people opportunities to
take pride in their work and personal growth. People want to do well at their
job; you have to help them do that.
Robert
D. Gaylor
Former
Chief Master Sergeant of the Air Force #5
10.3. Leadership
Self-Evaluation.
To successfully accomplish the
responsibilities of a position, one must first understand what is expected of
them. The following is a list of questions that offer a perspective as to what
is expected of a leader and assist aspiring leaders develop particular skills.
Only the most honest responses to these questions will reveal one's definite
strengths and potential weaknesses. Positively and proactively responding to
the results will provide direction upon which to concentrate efforts to improve.
10.3.1. Do I have the
courage to make tough decisions and stand by them?
10.3.2. Am I flexible
when dealing with changing situations?
10.3.3. Can I remain
enthusiastic and cheerful when I am confronted with seemingly impossible tasks?
10.3.4. Am I willing
to do my best with what seems to be inadequate means?
10.3.5. Can I inspire
people to achieve outstanding results?
10.3.6. Am I willing
to take reasonable risks to allow my Airmen to grow and become more productive?
10.3.7. Am I willing
to let my Airmen be creative?
10.3.8. Does my manner
invite communication?
10.3.9. Do I really
listen? Can I withhold judgment until I have all the facts?
10.3.10. Am I willing
to accept my Airmen's failures as my own, yet immediately recognize their
successes as theirs?
10.3.11. Am I able to
do many things at one time? Can I manage a complex job?
10.3.12. Can I carry
out orders as well as give them?
10.4. Advice to Leaders.
There are no secrets or magic formulas' to
successful leadership. Rather, leadership is an individual and personal choice
and everyone develops their own unique leadership style. Although the best
advice is to just be yourself, all ambitious leaders can always benefit from
the wise words of others. In 1976, while he was Commander in Chief, Pacific Air
Forces, General Louis L. Wilson, Jr., wrote the following timeless advice:
10.4.1. Be Tough.
Set your standards high and insist that your
people measure up. Have the courage to correct those who fail to do so. In the
long run, your people will be happier. Almost certainly morale will be higher,
your outfit better, and your people prouder.
10.4.2. Get Out from
Behind Your Desk.
See for yourself what is going on in your
work center. Your Airmen will see that you are interested in their problems,
work conditions, and welfare. Many of your people problems will go away if you
practice this point.
10.4.3. Search Out the
Problems.
If you think there are no problems in your
organization, you may be ignorant to problems that are not obvious. The trick
is to find them. Foster an environment that encourages people to bring problems
to you.
10.4.4. Find the Critical
Path to Success.
Get personally involved in issues on a
priority basis. Let your influence be felt on make-or-break issues in your organization.
Avoid the activity trap do not spend your valuable time on inconsequential or
trivial matters.
Weigh in where it counts.
10.4.5. Be Sensitive.
Listen to your people. Communicate with them
and be perceptive to their needs. Learn to recognize problems and seek out
ideas. Be innovative. Recognize that effective communication involves shared
perceptions. Do not be afraid to empathize when necessary. Listen, listen, and
listen!
10.4.6. Do Not Take Things
for Granted.
Do not assume things have been fixed look for
yourself. Furthermore, do not assume problems will stay fixed.
The probability is high that fixed problems
will recur, so regularly monitor your processes.
10.4.7. Do Not Alibi.
Remember, you and your people will never be
perfect. People will make mistakes, so do not be defensive about things that
are wrong. Nothing is more disgusting than the individual who can do no wrong
and has an alibi for anything and everything that goes awry.
10.4.8. Do Not
Procrastinate.
Do not put off those hard decisions because
you are not willing to make them today; as they will not be any easier
tomorrow. This does not mean you should make precipitous or unreasonable
decisions just to be prompt. However, once you have arrived at what you believe
is correct, get on with it. Do not block progress.
10.4.9. Do Not Tolerate
Incompetence.
Once people demonstrate laziness,
disinterest, or an inability to get the job done, you must have the courage to
terminate their assignments. You cannot afford to do less. On the other hand,
when your people are doing good work, recognize the good work and encourage
them. Certainly they will do even better.
10.4.10. Be Honest.
When talking to your people be candid and
insist that they do likewise. They set their behavior patterns based upon your
example. Nothing is more disastrous than garbled information, half-truths, and
falsifications. Make sure your people know where you stand on this matter.
Encourage them to come to you if they have questions about what is going on in
the unit. You must create an atmosphere of trust and confidence. Finally, be
honest with yourself do not gimmick reports and figures to make things look
good on paper. Advice from a successful leader can be a beneficial tool to the
aspiring leader, but where the aspiring leader applies this tool will determine
his or her success.
The perfect place to start is Air Force
standards.
10.5. Air Force Standards.
Air Force standards of conduct, discipline,
and customs and courtesies reflect the Air Force's broad heritage and
traditions. Air Force leaders must not only know these standards, they must
enforce them. While current Department of Defense and Air Force policies
provide specific guidance on standards, leaders must be familiar with the following:
10.5.1. Mission.
The Air Force's mission is to fly, fight, and
win in air, space, and cyberspace. To achieve strategic, operational, and
tactical objectives unhindered by time, distance, and geography; the Air Force
employs six distinctive capabilities of Air and Space Superiority, Global
Attack, Rapid Global Mobility, Precision Engagement, Information Superiority,
and Agile Combat Support. The three Air Force Core Values of Integrity First,
Service before Self, and Excellence in All We Do, enables Airmen to effectively
execute their responsibilities and accomplish the mission.
10.5.2. Oath.
Upon entering the Air Force, each member
voluntarily takes a sworn oath of enlistment. With every oath, enlisted members
reaffirm their belief and public commitment to the following:
I, (name), do solemnly swear
(or affirm) that I will support and defend the Constitution of the U.S. against
all enemies, foreign and domestic; that I will bear true faith and allegiance
to the same, and that I will obey the orders of the President of the U.S. and
the orders of the officers appointed over me according to regulations and the
Uniform Code of Military Justice. So help me God.
10.5.3. Way of Life.
Airmen are on duty 24 hours a day, 365 days a
year; and if so directed by a competent authority, must report for duty at any
time, at any location, for as long as necessary to complete the task at hand.
Due to the importance of the Air Force mission, the dangers associated with
military service, and the national and international influence and potential
implications relevant to global operations; the Air Force enforces more
restrictive rules and elevated standards than those found in the civilian
community. Individuals unable to maintain these higher standards, or are deemed
not compatible with military service will not be retained in the Air Force.
10.5.4. Chain of Command.
The chain of command provides the authority,
communications, and control necessary to accomplish the missionrelated tasks at
every echelon of the Air Force. Each level is responsible for all lower levels
and accountable to all higher levels. The chain will not work without loyalty
at every level. The key to an effective chain of command is trusting the system
and resolving issues at the lowest possible level.
10.5.5. Conduct.
The Air Force's mission is critical to
national security, global stability, and international relations. Therefore,
each member has specific responsibilities for accomplishing their part in the
mission. Airmen carry out orders, perform specific duty-related tasks, and
uphold Air Force standards. Supervisors enforce these standards and ensure
their Airmen understand and fulfill them at all times. Standards of conduct apply
to both on-duty and off-duty behavior.
10.5.6. Professional
Relationships.
To maintain a successful and effective
military organization, the Air Force depends on professional relationships
among all its
members (both military and civilian). All interactions and relationships must
support the mission and operational effectiveness of the Air Force. Officers
and Enlisted alike must ensure their relationships with coworkers, superiors,
and subordinates do not portray favoritism or impropriety. Excessive socialization
and undue familiarity, whether real or perceived, degrades morale, team
cohesion, and leadership effectiveness.
10.6. Leadership Versus Management.
"Leaders are people who do
the right thing. Managers are people who do things right."
Warren
G. Bennis, Ph.D.
Founding Chair, The
Leadership Institute, University of Southern California
10.6.1. Which Is More
Important?
Leadership and management are simply not the
same thing. Successful organizations include and depend on elements of control,
trust, administration, development, standardization, innovation, compliance,
and inspiration. Leadership and management go hand in hand in producing these
elements which promote mission success. Throughout military history, there have
been accounts of leadership and management in action. For instance, during the
D-Day Invasion of Normandy on 6 June 1944, some believe this invasion was an
effective use of management which moved the U.S. and coalition forces onto the
beaches, and the inspirational leadership is what moved them forward. So which
is more important?
10.6.2. Roles of
Leadership and Management.
To better understand the roles of leadership
and management, consider them in terms of behavior, personal characteristics,
and organizational situation.
10.6.2.1. Behavior:
10.6.2.1.1. Managerial behaviors focus on
building organizational mechanisms that mesh together like the parts of a
complex timepiece whereas leadership behaviors concentrate on effectively
moving the hands of the timepiece to display the correct time. The behavioral
focus of each is clearly important; but, while the manager may be preoccupied
with the precision of the process, the leader concentrates on the inertial
forces that affect the process.
"Management is getting
people to do what needs to be done. Leadership is getting people to want to do
what needs to be done.
Warren
G. Bennis, Ph.D.
Founding Chair, The
Leadership Institute,
University of Southern California
The words of Field Marshal Sir William Slim,
who led the British Fourteenth Army in the conquest of Burma in World War II,
are worthy of note:
Leadership is of the spirit,
compounded of personality and vision. Management is of the mind, more a matter
of accurate calculation, statistics, methods, timetables, and routines."
Field Marshal Sir William Slim
British Fourteenth Army
Burma, World War II
10.6.2.1.2. Managers use the management
process to control people by pushing them in the right direction. Leaders
motivate and inspire people to keep moving in the right direction by satisfying
human needs. In order to achieve a vision, leaders tailor their behavior toward
their followers' needs for achievement, sense of belonging, recognition,
self-esteem, and control over their lives. Bennis offers an appropriate summary
of this behavioral characteristics comparison in Figure 10.1.
10.6.2.2. Personal
Characteristics. Figure 10.1 also illustrates a comparison of
successful leaders and managers, as researched by Professor Robert White,
Indiana University. Neither type of behavior is exclusively positive or
negative. Figure 10.1 suggests that leaders must have a grasp of management and
leadership skills to be successful. Moreover, the two cannot (and should not)
be separated. In other words, leadership is an art that includes management.
The best managers tend to become good leaders because they develop leadership
abilities and skills through practicing good management techniques. Similarly,
seldom is there an effective leader who is not also a good manager. Successful
leaders humanize their management skills with inspiration, empowerment, and
vision through charisma.
Figure 10.1. Managers and
Leaders: A Comparison.
|
BENNIS's BEHAVIORAL CHARACTERISTICS COMPARISON
Administer
Motivate Maintain Develop Control Inspire WHITE's PERSONAL CHARACTERISTICS COMPARISON Managers Leaders |
|
|
Problem solvers |
Analyze purposes and causes |
|
Statistics driven |
Values driven |
|
Seek conflict avoidance |
Accept and invite conflict |
|
Thrive on predictability |
Ambiguous |
|
Ensure organizational objectives are
achieved (even if they disagree with them) |
Ensure their objectives and those of the organization become one and the same |
10.6.2.3. Organizational
Situation.
10.6.2.3.1. What are
the organizational implications of management and leadership? Leaders launch
and steer the organization toward the pursuit of goals and strategies while
managers ensure the resources needed are readily available and efficiently
used. Managers are responsible for organizing projects, staffing positions with
qualified individuals, communicating plans, delegating responsibilities, and
devising systems to monitor implementation.
Leadership supports these actions by aligning
the personnel's needs, wants, emotions, and aspirations with the task. They
understand the vision are committed and encourage others. (Note: The concept of vision is discussed in paragraph 10.8.)
10.6.2.3.2. To be successful, an organization
needs both leadership and management. For an organization, strong leadership
with weak management is no better, and sometimes worse, than the opposite. The
challenge is to achieve a balance of strong leadership and capable management.
While not the most effective approach, a peacetime military can survive with
good administration and management up and down the hierarchy, coupled with good
leadership concentrated at the top. On the other hand, a wartime force must
have competent leadership at all levels, particularly at the tactical level of
war. Good management brings a degree of order and consistency to key issues
like readiness, availability, and sustainment. However, no one has yet figured
out how to manage people into battle. They must be led.
10.7. Leadership Qualities:
10.7.1. Positive Attitude.
Leaders must demonstrate the attitude they
hope to see emulated by their followers. In doing so, this same attitude will
be more easily adopted by their Airmen. Enthusiasm is contagious and can
deliver energy to all aspects of organizational operations. Although
encouragement is normally considered an action, encouragement is actually
attitude related. The inclination to encourage Airmen, as well as oneself, is a
powerful motivator and satisfies human needs. Effective leaders constantly
embrace positive goals and display a positive attitude.
10.7.2. Values.
The degree to which trust, loyalty, and
integrity are present in the leadership of an organization directly relates to
the organization's effectiveness. Leadership is the capacity to generate and
sustain trust, and trust is dependent upon reliability. Indicators of
reliability, such as punctual attendance at all meetings, prompt attention to
correspondence, and meeting task deadlines translate into the level of trust
people have in one another. Trust must also be balanced with a willingness to
remove people who cannot be trusted and to make tough decisions when necessary.
While the right decision is not always the easiest decision, Airmen respect
leaders for doing the right thing and reward leadership with their own
trustworthiness and loyalty. Like trust, the doors of loyalty swing both ways.
Leaders cannot demand unwavering loyalty of their followers without being
willing to return loyalty to them. Integrity is a consistent and honest
demonstration of personal commitment to the organization and its vision.
Therefore, leaders should be ever mindful of the ramifications of their
behavior and strive to epitomize the Air Force core value of Integrity First.
10.7.3. Character.
The character traits of effective leaders
include charisma, compassion, and courage. Effective leadership is a
combination of competence and character. Lack of character, however, will most
often prevent individuals from becoming great leaders.
"But what if the leader,
government-appointed or self-appointed, shouts, Follow me! and
no one does? When do men sometimes follow him, and shout enthusiastically too?
Something called character must be apparent in the leader. The followers must
like him and want to be like him, or want him to like them. When it's over,
they want him private, sergeant, lieutenant, or even General
Eisenhower to clap them on the
shoulder and say he's proud of them."
Paul
Fussell, Ph.D.,
The Great War and Modern Memory
10.7.3.1. Charisma. According to Webster, charisma is a special characteristic
of leadership that inspires allegiance and devotion. Charisma can be effective,
but is not a cure-all for leadership needs. German sociologist Max Weber's
research noted that charisma is often contrary to authority; superiors
consequently frown on it. Additionally, once it becomes old hat to Airmen,
charisma's attraction and powers wane. Further, Airmen can easily spot
disingenuous charisma, a characteristic that eventually erodes mission
effectiveness.
10.7.3.2. Compassion. Compassion
is the sympathetic pity and concern for the sufferings or misfortunes of
others. Coupled with understanding, compassion is an important leadership
trait. Because the human psyche bruises easily, most Airmen withhold their true
feelings, often to the point of distress. Additionally, if Airmen do not share
their feelings, NCOs will struggle to help Airmen improve their performance.
Compassion promotes healthy, open, and honest communication and provides the
stimulus to discuss one's inner thoughts and feelings.
10.7.3.3. Courage. Courage
can take many forms. Leaders must demonstrate both moral and physical courage
not only in combat and in high-risk situations, but in day-to-day life.
Leadership requires the courage to address substandard performance or
unacceptable behavior, to welcome new ideas, do what is ethically right when
others prefer to do otherwise, and to be honest. Acts of courage inspires
others to be courageous as well and helps them to maintain composure in
stressful situations and provides the stimulus and encouragement to endure
hardships.
10.7.4. Credibility.
Credibility is the quality of being trusted
and believed in. Credible leaders must exercise and demonstrate humility,
commitment to the organization and mission, and optimize operations by tapping
into the unique strengths of each team member. Occasionally, leaders must get
their hands dirty alongside their followers which also bolsters credibility.
However, credibility is very fragile and takes years to earn through
persistent, consistent, and patient leadership and can easily be lost with one
thoughtless action, decision, or behavior. In the present era, leaders are
challenged to demonstrate their credibility even more. Successful leaders earn
credibility through leading by example and taking responsibility.
10.7.4.1. Leading by
Example. Leaders lead by example. Leaders can be
positive role models when they lead by example and pay attention to what they
believe is important. Through positive behavior, leaders show others that they
live by their values. They reinforce their credibility when they do not dwell
on the effort they have put forth. Plus, Airmen are impressed when leaders do
not exhibit undue strain in difficult circumstances.
10.7.4.2. Taking
Responsibility. A crucial element of a leader's credibility is taking
responsibility not only for his or her individual actions, but also for those
of the Airmen.
"All this has been my
fault. It is I who have lost this fight, and you must help me out of it the
best way you can."
Attributed to General Robert E. Lee,
Kent
Masterson Brown s Retreat from Gettysburg
10.8. Vision.
Air Force leaders must have a collective
vision; a vision that empowers, inspires, challenges, and motivates followers
to the highest levels of commitment and a continuous process improvement
environment. Therefore, we must embrace and communicate the Air Force Smart
Operations for the 21st Century vision. The vision for Air Force Smart
Operations for the 21st Century is to establish a continuous process
improvement environment in which all Airmen are actively eliminating waste and
continuously improving processes. These improvements must be centered on the
core missions Airmen are responsible for conducting; specifically to maintain
the asymmetric advantages and capabilities the Air Force delivers in air,
space, and cyberspace. We need to ensure we are also driving efficiencies and
improvements across the board. Therefore, we must use the right tools and
techniques to see and attack problems and leverage opportunities for
improvement and employ our greatest resource: innovative, dedicated Airmen.
10.8.1. What Is Vision?
10.8.1.1. Vision is helping people believe
they can accomplish their goals in the anticipation of a better future as a
result of their own efforts. Inspiration is one way to convey vision. To better
understand this concept, consider the following examples: President Franklin D.
Roosevelt's announcement in May 1940 that the U.S. would produce 50,000 planes
a year, and President John F. Kennedy's 1961 announcement of the U.S. intention
to put a man on the moon within the decade. Both goals were breathtaking,
perhaps impossible by most standards, and yet both were achieved. In each case,
the dramatic announcement and the infectious inspiration bred helped achieve
the goal.
10.8.1.2. The ability to form mental images
of a possible outcome and to translate these images into a reality through
leadership and action is a unique feature of the human brain. A leader should
constantly anticipate the influences, trends, and demands that affect the
vision over the next month, year, even decade. Unfortunately, a common
leadership error is to become preoccupied with the present at the expense of
the future. To be of realistic value, the vision must be logical, deductive,
and plausible. Vision must be specific enough to provide real guidance to
people, but unbounded enough to encourage initiative and demonstrate relevancy
to a variety of conditions. Leaders without vision are doomed to perpetuate
complacency. They fail to prosper because they continue doing things as they
have always been done.
10.8.2. Implementing the
Vision.
While senior leadership has the authority and
responsibility to change the system as a whole, leaders at lower levels direct
supervisors and subordinates to tasks more appropriate to the challenges of the
new age. To do this, the leaders must communicate the vision to the unit, shop,
or work center. Leaders are responsible for bolstering their Airmen's courage
and understanding. However, launching a vision cannot be a single effort. Those
who work for and with the leader are excellent sources of ideas. Leaders can
prepare the organization for potential changes to come and disarm resistance to
change by soliciting suggestions and promoting wide participation. "A great leader s courage to fulfill his vision comes from
passion, not position."
John
C. Maxwell
The 21 Irrefutable Laws of Leadership
10.8.3. The Downside.
Even a clearly articulated and achievable
vision may flounder if appropriate resource management and leadership practices
do not accompany the vision. Sometimes the vision becomes an obsession and, as
a result, adversely affects leader and follower judgment. What is crucial about
the vision is not the originality, but, how well the vision serves the mission
requirements, strategic goals of the unit, and the Air Force as a whole.
10.8.4. Maintaining the
Vision.
Every leader needs to establish an enduring
vision. A vision that meets the organization's needs at the time of
implementation, over time, is unlikely to be applicable without changes. There
is no regular schedule for vision revision. However, a wise leader does not
wait for the alarm to sound before considering alternatives. Rather, the
vision-forming process should be continual. Leaders should encourage personnel
of all ranks, levels, and occupations to help articulate the vision. The
experience will prove invaluable as unit members are promoted into more responsible,
higher-level positions and continue to build an effective path to the future.
On the other hand, the vision should not be arbitrarily modified. If the vision
works and is consistent with environmental and technological developments, the
vision should be affirmed and supported. As technology and our environment
continue to evolve, our vision and leadership style must keep pace.
10.9. Empowerment:
10.9.1. Empowerment
Defined.
Empowerment is a force that energizes people
and provides responsibility, ownership, and control over the work they perform.
Some individuals interpret empowerment as merely the delegation of authority.
Delegation is not empowerment; however, effective empowerment does require good
delegation. Assigning people tasks, along with the freedom and authority needed
to creatively accomplish the tasks, is the essence of empowerment.
Consequently, empowerment is often confused with participative leadership
emphasizing sensitivity to needs, involving people, and asking people for help.
While empowerment includes these concepts, empowerment goes much further and
allows workers to become stakeholders in the organization's vision. Once they
are committed to this vision, organization members begin to participate in
shaping and fashioning the vision into a shared vision. This synergistically
developed vision motivates people to focus on the future and what the future
holds, not simply because they must, but because they want to. For this approach to be successful, leaders must
always be open and receptive to ideas and suggestions that could improve or
refine the organization's vision.
10.9.2. Essence of
Empowerment.
10.9.2.1. The essence of empowerment requires
both leaders and followers to identify with their respective share of the
organization's goals. The military is traditionally an authoritarian
organization. The need for rapid decisionmaking and crisis response normally
necessitates a traditional hierarchical framework. However, complex
hierarchical frameworks do not always result in rapid decisions. Furthermore,
the continual transformation of leaderfollower roles is heralding an
environment that allows both leaders and followers to more effectively realize
organizational goals and objectives.
10.9.2.2. Effective empowerment is not new. Truly
great leaders of the past never directly told their people how to do their
jobs. Rather, they explained what needed to be done and established a playing
field that allowed their people to achieve success on their own. Consequently,
the follower's success became a success for the leader and the organization as
well. While the responsibility for task completion may be on the leader's
shoulders, the burden of getting the job done is shared by all. Therefore, the
adage, It's lonely at the top, is applicable to a leader who does not recognize
the strengths of his or her people. Airmen can supply the details and express
concerns that help overcome barriers to achieving visionary goals and mission
accomplishment. When leaders solicit input, they discover the knowledge,
interest, and parameters of support.
10.9.3. Guidelines to
Empowerment.
Empowerment enhances organizational
performance by promoting contributions from every member of the organization.
Trust is the cornerstone of the mutually dependent relationship shared by
leaders and followers. Therefore, the leader must be flexible and patient in
introducing empowerment. By delegating decisions to those closest to the issues
and by allowing Airmen flexibility in how they implement the vision, the leader
successfully allows others to take ownership of the vision and experience pride
in achieving the vision. Thus, the leader must maintain a firm grip on
operational requirements and strategic planning. The leader must also realize
that not everyone is willing or ready to accept the reins of empowerment. To
realize their potential in fulfilling the vision, empowered followers need
sufficient training on the task at hand. Otherwise, they are doomed to fail. On
the other hand, Airmen who have expert knowledge in a particular field should
be encouraged to use this knowledge and improve the vision where and when
possible. Recognition is a key factor in perpetuating improvements. Hence, an
important facet of empowerment is the appropriate recognition of contributions Airmen
make to maximize mission success.
10.9.4. Potential Pitfalls.
Empowerment is frequently misunderstood and
applied inappropriately. Empowerment is often associated with a laissez-faire
style of leadership (abdicating responsibility for tasks to Airmen who are left
to their own devices). This fire-and-forget approach to empowerment
demonstrates a total absence of leadership. Conversely, empowerment is a
leader-subordinate relationship that requires even more refined supervisory
skills than traditional autocracy. People continually need direction,
knowledge, resources, and support. Furthermore, empowerment and vision cannot
be imposed. To do so would breed compliance rather than commitment. From an
application standpoint, many leaders seek consensus as a means to empower their
people. However, while consensus is assumed to be good because consensus
represents what the group as a whole wants, consensus is usually safe and free
of innovative ideas. Additionally, consensus can divert an organization from
their true goal or vision. The adage that a camel is a horse built by consensus' is not so farfetched. Leaders do not seek
consensus they build it.
10.10. Learning:
10.10.1. The Leader's
Responsibilities.
Life in the military incorporates a perpetual
requirement for continued training and education. Effective leaders must accept
the responsibility of being both a master student and master teacher and should
influence others by example. Training is used to communicate and implement the
organization's vision and values at the supervisory and subordinate levels.
Training is not only fundamental in focusing the organization's strategic
vision, but also helps develop the capabilities of the Airmen who make the
vision a reality. Both formal and informal training do more than augment a
unit's level of technical expertise. By providing the skills Airmen need to be
successful, organizations realize increased energy and motivation.
10.10.2. Fostering Growth.
10.10.2.1. Leaders
foster professional growth by insisting their Airmen focus attention on the
aspects of a situation, mission, or project they control. This is not to say
tasks should be limited in scope or challenge. On the contrary, some adventure
should be an integral part of every job. In order to motivate Airmen to learn
and excel, leaders should provide challenging and enlightening experiences.
Consequently, some supervisors want to tell an Airman what to do to improve.
While this may impress the follower with the leader's knowledge, telling an
Airman what to do to improve creates an unnecessary dependence on the leader
and critically limits the follower's value of the experience.
10.10.2.2. The role of the leader in
fostering growth is to identify and analyze knowledge and improvement
opportunities. This will ensure advancements are permanent and pervasive, not
temporary and specific. Leaders encourage the learning process by formally
recognizing individual and unit successes, no matter how large or small. A more
formal and direct way for the leader to encourage the subordinate to learn is
by setting standards. Standards have the multiple effects of providing feedback
to the leader on performance, ensuring quality control of unit output, and
giving Airmen a goal and inspiration for developing and performing to do their
best.
People want to know what is
expected of them. No one goes to work and says, I am going to do a lousy job
today. People work to succeed, and they need to know how you measure that
success. Allow for a few mistakes because people must be given the latitude to
learn.
General H. Norman Schwarzkopf, Jr., Retired
Former Commander, U.S. Central Command
10.10.3. Developing Airmen:
10.10.3.1. To develop Airmen, a leader must:
10.10.3.1.1. Train replacements (the next
generation).
10.10.3.1.2. Develop an understanding of
roles and responsibilities.
10.10.3.1.3. Be an advisor and mentor.
10.10.3.1.4. Provide an opportunity for
growth and promotion.
10.10.3.1.5. Clarify expectations.
10.10.3.1.6. Strengthen service identity.
10.10.3.1.7. Allow Airmen to make decisions
and experience leadership.
10.10.3.1.8. Encourage and facilitate formal
education.
10.10.3.2. An important milestone in any
Airman's development process is to experience a significant challenge early in
his or her career. Developing Airmen for leadership positions requires much
work over long periods of time. Identifying people with leadership potential
early in their careers and then determining the appropriate developmental
challenges for them is the first step. Leaders must recognize and diagnose the
capabilities of each Airman in their unit or organization. Those capabilities
may include any skills, talents, experiences, personality temperaments, etc.,
the Airman may have that can contribute to current and future mission accomplishment.
Leaders must also diagnose the developmental needs of Airmen, then assist them
with personal and professional developmental needs that fulfill current or
future job/role and responsibilities. Professional development needs may
include off-duty education, Professional Military Education, specific skill
training, additional training, professional development seminars/courses, and
communication skills, etc. Personal developmental needs may include
relationships, interpersonal skills, communication skills, supervisory skills,
off-duty education, etc. Today's effective leaders had opportunities early in
their careers that required them to lead, take risks, and learn from their
triumphs and failures. In business, successful corporations do not wait for leaders
to come along. Rather, they actively seek out people with leadership potential
and expose them to career experiences designed to develop their skills.
However, leaders must caution themselves against becoming preoccupied with
finding and developing youngleadership potential.
Leaders must guard against overlooking the late bloomer whose leadership
potential was not evident early on. A late bloomer's combination of maturity,
experience, and untapped potential is a valuable asset to any organization.
10.10.4. Dealing with
Setbacks:
10.10.4.1. To learn and improve, people need
to be encouraged to try new things; sometimes their efforts will fail. A
fundamental aspect of empowerment is acknowledging the right to fail.
Obviously, some common sense is required. There can be no tolerance for
violating regulations, jeopardizing safety, or failing due to a lack of effort.
However, if the setback is the result of a failed attempt, applaud the
initiative and dissect the setback so the Airman can learn from what went
wrong. Unfortunately, the fear of failure prevents many otherwise capable
individuals from pursuing their creativity and innovation. An Airman s dedication to improving his or her abilities is quite a
valuable asset to an organization. Followers must remain optimistic, even in
times of adversity.
10.10.4.2. Some people believe the key to
success is to avoid failure. Consequently, they stay with the things they know
and do well rather than risk failure by trying something new. The surest way to
stifle creativity and innovation is to allow fear to perpetuate complacency.
Airmen count on the experience and understanding of strong leaders in dealing
with setbacks. There is no substitute for being able to say to an Airman, I
know what you re feeling, I ve experienced similar setbacks. Here is how I
chose to deal with the situation, and these are what the consequences of my
actions were. Reflecting back on the situation, here is what I would do now if
I had the chance to do things over.
10.11. Dealing with Change:
10.11.1. Leaders must
be the chief transformation officers in their organizations and learn
everything there is to know about the change before dealing with the change can
even take place. Furthermore, they must learn how to deal with the emotions
that result from the chaos and fear associated with change. Putting new
processes in place is not enough. The people supporting these processes must be
motivated to meet the challenge and support the change. To achieve that,
leaders must maintain a clear understanding of the present and a clear focus on
the future.
10.11.2. The leader must create an
organizational climate conducive to change by explaining the limitations or
shortfalls of the present process and the possibilities and benefits of the
proposed change. Next, the leader must facilitate the change itself: walk
Airmen through the change, explain the details, and answer questions. Finally,
the leader should reward those who comply with the change and refocus those who
do not. Tough-minded optimism is the best quality a leader can demonstrate when
coping with change. Leaders coping with change should:
10.11.2.1. Involve people in the change
process.
10.11.2.2. Fully explain the reason for
change.
10.11.2.3. View change positively.
10.11.2.4. Create enthusiasm for the change.
10.11.2.5. Facilitate change (avoid forcing
it).
10.11.2.6. Be open-minded and experiment with
alternatives.
10.11.2.7. Seek out and accept feedback.
10.11.2.8. Never get complacent.
10.12. The Air Force Core
Values.
The Air Force core values are the bedrock of
leadership in the Air Force. The core values are a statement of those
institutional values and principles of conduct that provide the moral framework
within which military activities take place. The professional Air Force ethic consists
of three fundamental and enduring values of integrity, service, and excellence.
This ethic is the set of values that guides the way Air Force members live and
perform. Success hinges on the incorporation of these values into the character
of every Airman. In today s time compressed, dynamic, and dangerous operational
environment an Airman does not have the luxury of examining each issue at
leisure. He or she must fully internalize these values to be able to
automatically act in all situations to maintain integrity, to serve others
before self, and to perform with excellence and encourage others to do the
same. The Air Force core values Integrity First, Service Before
Self, and Excellence In All We Do represent the commitment each Airman makes
when joining the Air Force. These values provide a foundation for leadership,
decision-making, and success, whatever the level of assignment, difficulty, or
dangers presented by the mission.
All Airmen are men and women of
character. Our enduring Air Force Core Values provide a touchstone as we rise
to meet current and future challenges, threats, and opportunities. As America's
Airmen, it is imperative that we maintain the moral high ground our Nation depends on it.
Michael
W. Wynne
Former Secretary of the Air Force Core Values help those who join us to understand right from
the outset what's expected of them. Equally important, they provide all of us,
from Airman to four-star general, with a touchstone a guide in our own
conscience to remind us of what we expect from ourselves. We have wonderful
people in the Air Force. But we aren t perfect. Frequent reflection on the core
values helps each of us refocus on the person we want to be and the example we
want to set.
General Michael E. Ryan, Retired Former Air
Force Chief of Staff
10.12.1. Integrity First.
Integrity is the willingness to do what is
right even when no one is looking. Integrity is the "moral compass,"
the inner voice, the voice of self-control, and the basis for the trust
imperative in today's Air Force. Integrity is the single most important part of
character. Integrity makes Airmen who they are and what they stand for, and is
as much a part of their professional reputation as their ability to fly or fix
jets, operate the computer network, repair the runway, or defend the airbase.
Airmen must be professional, in and out of uniform. Integrity is not a suit
that can be taken off at night or on the weekend or worn only when important to
look good. Instead, what makes integrity critical is when we least expect to be
tested. People are watching us, not to see us fail but to see us live up to
their expectations; anything less risks putting the heritage and reputation of
the Air Force in peril. Integrity is the ability to hold together and properly
regulate all the elements of one s personality. A person of integrity acts on
conviction, demonstrating impeccable self-control without acting rashly.
Integrity encompasses many characteristics indispensable to Airmen.
There will be demands upon your
ability, upon your endurance, upon your disposition, upon your patience just as
fire tempers iron into fine steel so does adversity temper one's character into
firmness, tolerance and determination.
Senator Margaret Chase Smith, Lieutenant
Colonel U.S. Air Force Reserve
10.12.2. Service before
Self:
10.12.2.1. As an Air Force
core value, service before self represents an abiding dedication to the age-old
military virtue of selfless dedication to duty, including putting one's life at
risk if called to do so. The service-before-self value deals with accepting
expeditionary deployments and assignments. Service before self does not mean
service before family. Airmen have a duty to their families just as strong as
that to the service. The difference is there are times when service to the
nation requires subordinating the needs of the family. Their responsibilities
to their families include ensuring they are cared for when Airmen are home or
deployed.
10.12.2.2. This value also
demands that each Airman keep faith in the system. This does not imply that we
follow our leaders blindly and not sometimes question what we are doing. Airmen
must always place trust in the processes, procedures, and other Airmen to get
the job done in the right way. Airmen must understand that an organization can
only achieve excellence in an atmosphere free from fear, unlawful
discrimination, sexual harassment, intimidation, hazing, or unfair treatment.
Airmen must show loyalty to their leadership, fellow Airmen, and the Air Force
as a whole, including showing commitment to the Constitution, military chain of
command, and to both the President and Secretary of Defense.
I have been recognized as a
hero for my ten minutes of action over Vietnam, but I am no more a hero than
anyone else who has served this country.
A1C John L. Levitow, lowest-ranking Air Force
Medal of Honor Recipient
10.12.3. Excellence In All We Do:
10.12.3.1. This core value demands Airmen
constantly strive to perform at their best. They should always strive to exceed
standards objectively based on mission needs. This demands a continuous search
for new and innovative ways to accomplish the mission without jeopardizing
morale and loyalty.
10.12.3.2. Personally, Airmen seek out and
complete developmental education. They constantly work hard to stay in their
best physical, mental, emotional, spiritual, and moral shape. Airmen continue
to enhance their professional competencies and are diligent to maintain their
job skills, knowledge, and personal readiness at the highest possible levels.
They understand that when members of an organization work together to
successfully reach a common goal, excellence is achieved and no Airman wins the
fight alone. Each organization must foster a culture that emphasizes a team
mentality while simultaneously maintaining standards and accomplishing the
mission. Realizing that people are our most precious resource, Airmen are
responsible for ensuring they are trained, fit, focused, and ready to
accomplish the mission safely and effectively.
The power of excellence is
overwhelming. It is always in demand and nobody cares about its color.
General Daniel Chappie James
First
African-American USAF Four-Star General
10.12.4. Air Force
Viewpoint.
The Air Force recognizes these core values as
universal and unchanging in the profession of arms. They provide the standards
used to evaluate the ethical climate of all Air Force organizations. Finally,
when needed in the cauldron of war, they are the beacons that light the path of
professional conduct and the highest ideals of integrity, service, and
excellence.
Section 10C
Followership and Mentoring
10.13. Introduction.
Preoccupation with leadership often prevents
us from considering the nature and importance of followership. At some point,
everyone is a follower. Few leaders became successful without first having
learned followership skills. Therefore, leaders must recognize the importance
and qualities of followership, the needs of followers, and ways to promote
followership.
10.14. Importance of
Followership.
Today s leader has the almost impossible task
of keeping up with ever-changing technology while coping with leadership
demands. In many cases, the leader is not the most technically skilled person
in the unit. He or she likely has personnel with advanced technological skills
and capabilities. People are our most valuable resource. Today's junior members
have knowledge, skills, and abilities that open unlimited opportunities to
maximize work center effectiveness. Therefore, leaders must tap into this
resource by nurturing and developing their Airmen s capabilities and fostering
their willingness to improve organizational effectiveness.
10.15. Qualities of
Followership.
The following 10 qualities are essential for
good followership. However, this list is neither inflexible nor exhaustive:
10.15.1. Organizational
Understanding.
Effective followers must be able to see how
their work contributes to the organization's big picture.
10.15.2. Decision-making.
Followers must be able to make sound
decisions using a team approach.
10.15.3. Communication
Skills.
Followers must have effective communication
skills. These skills are crucial when working in a team environment, especially
when providing feedback to team members.
10.15.4. Commitment.
Being able to successfully contribute to the
organization, while striving to achieve personal goals, requires a strong level
of follower commitment.
10.15.5. Problem Solving.
A broader scope of responsibility to help
identify and resolve work center problems requires followers to share their
knowledge, skills, and experience.
10.15.6. Integrity.
Followers must demonstrate loyalty and a
willingness to act according to accepted beliefs. Integrity requires one to
identify and be true to values.
10.15.7. Adaptability.
Ever-changing roles, missions, and systems
require followers to be adaptable to change without being paralyzed by the
stress of not knowing all the answers.
10.15.8. Self-Employment.
Followers must take responsibility for their
own careers, actions, and development.
10.15.9. Courage.
Followers must have the confidence and guts
to do and say the right things at the right times.
10.15.10. Credibility.
By
demonstrating competency in their words and deeds, followers earn trust and an
honorable reputation.
10.16. Follower Needs.
Successful leaders must devote attention to
what their Airmen want and expect. Otherwise, leaders may lose the opportunity
to capitalize on their talents or lose their Airmen's respect. Followers need
to know they can count on their leaders when the going gets tough. Furthermore,
respect is a two-way street; followers also want to be respected. Followers
treated as if they are not important, or who perceive that they are not
important, lose their willingness and desire to perform. Leaders demonstrate
belief in their Airmen by: (1) maintaining or enhancing their Airmen's
self-esteem; (2) listening carefully to their Airmen and responding with
empathy; and (3) asking for their Airmen's help and encouraging their
involvement. A few moments of sincerity and thoughtfulness go a long way toward
satisfying Airmen's basic needs.
Followers perform best when they want to be
in a unit, not when they are trapped in the unit.
10.17. Ways to Promote
Followership.
Empowered followership, like motivation,
requires a joint effort between leaders and the individuals they lead. This
effort must be continuously promoted. Leaders must listen and respond to the
ideas and needs of their followers, and followers are similarly required to
listen and respond to the ideas and needs of their leaders. Mutual trust is the
axis around which this synergistic relationship revolves; the benefits reaped
are plentiful. Team requirements are best served when the leader helps
followers develop their own initiatives, encourages them to use their own
judgment, and allows them to grow and become more effective communicators. As a
result of promoting empowered followership, follower skills such as
troubleshooting, problem solving, information gathering, conflict resolution,
and change management will improve dramatically. Another way to promote
empowered followership is by getting out among the Airmen and sharing their
interests. Airmen respond to leaders who show sincere interest in them. The
success of great leaders depends on their ability to establish a base of loyal,
capable, and knowledgeable followers.
10.18. Mentor Defined.
A mentor is a trusted counselor or guide.
Mentoring, therefore, is a relationship in which a person with greater
experience and wisdom guides another person to develop both personally and
professionally. The long-term health of the Air Force depends upon the
experienced member developing the next in line. Air Force mentoring is governed
by AFMAN 36-2643, Air Force Mentoring Program.
10.19. Mentoring Scope:
10.19.1. Mentoring helps prepare people for
the increased responsibilities they will assume as they progress in their
careers. Mentoring is not a promotion enhancement program; mentoring is an
ongoing process and not confined to the formal feedback required by AFI 36-2406, Officer and Enlisted Evaluation Systems, and
AFI 36-1001, Managing the Civilian Performance Program. Moreover,
mentoring is a professional development program designed to help each
individual reach his or her maximum potential. Professional development is not
a new concept and occurs at every echelon and activity. AFI 36-2909, Professional and Unprofessional Relationships, and AFI
36-703, Civilian Conduct and Responsibility, explains
the standards regarding professional relationships. In particular, mentoring is
part of a professional relationship because mentoring fosters communication
between subordinates and supervisors concerning careers, performance, duties,
and missions. Finally, mentoring enhances morale and discipline and improves
the operational environment while maintaining respect for authority.
10.19.2. Air Force mentoring covers a wide
range of areas, such as career guidance, technical and professional development,
leadership, Air Force history and heritage, air and space power doctrine,
strategic vision, and contributions to joint warfighting. Therefore, Air Force
mentoring includes knowledge of the military ethics and an understanding of the
Air Force's core values: Integrity First, Service Before
Self, and Excellence In All We Do.
10.19.3. Commanders and supervisors must
encourage Airmen to read and comprehend air and space power literature, such as
Air Force doctrine and operational warfighting publications and the books in
the Chief of Staff of the Air Force Professional Reading Program.
10.20. Assignment of Mentors:
10.20.1. The immediate supervisor or rater is
the primary mentor (coach, counselor, guide, role model) for each of his or her
Airmen. This designation in no way restricts the subordinate's desire to seek
additional counseling and professional development advice from other sources or
mentors. Supervisors and commanders must make themselves available to Airmen
who seek career guidance and counsel.
10.20.2. Key to the mentoring process is
direct involvement by the commander and supervisor. Commanders and supervisors
must continually challenge their Airmen to improve. They must provide clear
performance feedback and guidance in setting realistic near-, mid-, and
long-term professional and personal development goals.
10.20.3. Several programs exist to help the
commander and supervisor focus attention on an Airman's professional
development. Among these are performance feedback, PME, academic education opportunities,
assignment policies, recognition programs, and the individual's own personal
development actions. Additionally, many organizations, programs, and
associations are dedicated to the advancement and education of military
professionals. The first sergeant, base education center, and Airman and Family
Readiness Center can provide lists and contact information for organizations
that support military development. Leaders should also ensure that Airmen are
aware of specific tools available to them such as MyVector which enables web
based mentoring, career planning, and knowledge sharing.
10.21. Mentoring
Responsibilities.
Air Force leaders have an inherent
responsibility to mentor future leaders. Supervisors must take an active role
in their Airmen's professional development. They must assist their people by
providing realistic evaluations of both performance and potential. Supervisors
must also be positive role models. At minimum, mentoring consists of a
discussion of performance, potential, and professional development plans during
the performance feedback session. The feedback should include promotion, PME,
advanced degree work, physical fitness, personal goals and expectations,
professional qualities, next assignment, and long-range plans, at minimum. Mentors
must distinguish between individual goals, career aspirations, and realistic
expectations. Each individual defines a successful career differently. There
are numerous paths to meet individual career and success goals. Foremost,
however, individuals must focus on Air Force institutional needs. The Air Force
must develop people skilled in the employment and support of air and space
power and how this meets national security needs. While there is nothing wrong
with lofty goals, mentors must ensure personnel realize what high but
achievable goals are.
10.22. Professional Military
Education and Academic Education.
PME and academic education enhance
performance in each phase of professional development and build on the
foundation of leadership abilities shown during the earlier stages of an
individual's career. The role of PME in professional development is to prepare
individuals to take on increased responsibilities appropriate to their grade
and to enhance their contribution to the Air Force. Members should focus on
enhancing professional competence and becoming superior leaders, while
expanding their operational employment of air, space, and cyberspace power
knowledge. Post-secondary degrees (associate, bachelor s, master s, or other
advanced academic degrees) are important to professional development to the
extent that they enhance the degree holder's job and professional
qualifications. A degree directly related to an individual s primary specialty
area or occupational series is most appropriate because this type of degree
adds to his or her depth of knowledge. This is why senior noncommissioned
officers are required to complete the Senior Noncommissioned Officer Academy by
correspondence or in residence and obtain a Community College of the Air Force
degree (any specialty) to receive a senior rater endorsement on their
performance reports. (Note: This requirement is the
minimum criteria for endorsement consideration and does not guarantee automatic
endorsement.) A master's or doctorate degree in management or more general
studies enhances job performance for personnel reaching the highest grade
levels, where duties may require broader managerial skills. In some career
fields, advanced formal education is a prerequisite for certain jobs.
10.23. Professional
Associations.
Many private organizations develop
professional skills and associations for individuals in many career fields and
technical specialties. Membership in such associations may provide additional
opportunities for mentoring as well as broaden technical expertise. Most Air
Force bases have private organizations for each rank tier (for example, Top III
(Master Sergeant-Chief Master Sergeant)).
10.24. Evaluation and
Performance Feedback.
Air Force evaluation systems are designed to
accurately appraise performance. Substantive, formal feedback is essential to
the effectiveness of the evaluation systems. Performance evaluation systems are
an integral part of mentoring and professional development. Performance
feedback is designed to provide a realistic assessment of performance, career
standing, future potential, and actions required to help the ratee reach the
next level of professional development.
10.25. Promotion Selection.
The Weighted Airman Promotion System outlines
the requirements for promotion selection (Staff Sergeant through Master
Sergeant) and provides feedback score sheets to enlisted members considered for
promotion. These score sheets help the individual to determine professional
development needs. Selection for promotion to Senior Master Sergeant and Chief
Master Sergeant is accomplished using an integrated weighted and central
selection board system. In addition to the weighted score, the central
selection board evaluates each individual using the whole person concept. Board
scores are determined by considering performance, leadership, breadth of
experience, job responsibility, professional competence, specific achievements,
and education. The board score is added to the weighted score to determine
order of merit for promotion.
10.26. The Military Assignment
System.
The mentor and the individual should both
focus on obtaining an assignment that enhances professional development and
meets Air Force needs without necessarily keying on a specific position or
location. The individual is expected to do well in his or her current
assignment. When an individual becomes eligible for reassignment, he or she
should address assignment preferences with their supervisor. Assignments should
complement the individual's professional development needs and be second only
to mission requirements. Supervisors can use the career field education and
training plan to help develop career path guidance.
10.27. Recognition, Awards, and
Decorations.
Military members are eligible for
consideration for various decorations throughout their careers. However,
supervisors should not submit recommendations just to do something for their
people. Supervisors should restrict recommendations to recognitions of meritorious
service, outstanding achievement, etc., that clearly place the individual above
his or her peers.
Section 10D
Developmental Counseling
10.28. Airman Development.
Airman leadership development is one of the
most important responsibilities of every Air Force leader. Developing future
leaders should be one of the highest priorities of a leader. The future of the
Air Force rests on the shoulders of those prepared for greater responsibility.
10.29. Purpose.
Developmental counseling is a shared effort.
Leaders assist Airmen in identifying strengths and weaknesses and creating
plans of action. Leaders then support them throughout the plan implementation
and assessment. However, to achieve success, Airmen must be forthright in their
commitment to improve and candid in their own assessment and goal setting.
10.30. Leader Responsibilities.
Leaders coach Airmen the same way athletic
coaches improve their teams: by identifying weaknesses, setting goals,
developing and implementing plans of action, and providing oversight and
motivation throughout the process. Effective coaches or leaders must thoroughly
understand the strengths, weaknesses, and professional goals of their Airmen.
Air Force leaders conduct counseling to help Airmen become better members of
the team, maintain or improve performance, and prepare for the future. To
conduct effective counseling, leaders should develop a counseling style using
the characteristics listed in Figure 10.2. This approach is very similar to the
art of leadership coaching. Coaching is a growing field in the Air Force. The
Air Force Academy can provide more information about coaching as they have a
new Mosaic Coaching Program. An overview of this program is available at http://www.usafa.edu.
Figure 10.2. Characteristics of
Effective Counseling.
|
Purpose: |
Clearly define the purpose of the counseling. |
|
Flexibility: |
Fit the counseling style to the character of each subordinate and to the relationship desired. |
|
Respect: |
View Airmen as unique, complex individuals, each with a distinct set of values, beliefs, and attitudes. |
|
Communication: |
Establish open, two-way communication with Airmen using spoken language, nonverbal actions, gestures, and body language. Effective counselors listen more than they speak. |
|
Support: |
Encourage Airmen through actions while guiding them through their problems. |
10.31. The Leader as a
Counselor.
Air Force leaders must demonstrate certain
qualities to be effective counselors. These qualities include respect for
Airmen, self-awareness, cultural awareness, empathy, and credibility.
10.31.1. Respect for
Airmen.
Allowing Airmen to take responsibility for
their own ideas and actions is a show or respect and helps create mutual
respect in the leader-subordinate relationship. Mutual respect improves the
chances of changing or maintaining behavior and achieving goals.
10.31.2. Self-Awareness.
Leaders must be fully aware of their own
values, needs, and biases before counseling Airmen. Self-aware leaders are less
likely to project their biases onto Airmen. Also, aware leaders are more likely
to act consistently with their own values and actions. 10.31.3. Cultural
Awareness.
Leaders need to be aware of the similarities
and differences between individuals of different cultural backgrounds and how these
factors may influence values, perspectives, and actions. Unfamiliarity with
cultural backgrounds may hinder leaders in addressing cultural issues,
especially if they generate concerns within the organization or hinder
team-building. Cultural awareness enhances a leader's ability to display
empathy.
10.31.4. Empathy.
Empathy is to be understanding of and
sensitive to another person's feelings, thoughts, and experiences to the point
that you can almost feel or experience them yourself. Leaders with empathy can
put themselves in their Airman's shoes and see a situation from the other
person's perspective. Understanding the Airman s
position can help the Airman develop a plan of action that fits his or her
personality and needs one that works for the Airman. Not fully comprehending a
situation from the Airman's point of view gives a leader less credibility and
influence. As a result, the Airman is less likely to commit to the agreed-upon
plan of action.
10.31.5. Credibility.
Leaders achieve credibility by being honest
and consistent in their statements and actions. Using a straightforward style
and behaving in a manner that Airmen respect and trust makes a leader credible.
Leaders can earn credibility by repeatedly demonstrating a willingness to
assist and being consistent in what they say and do. To influence Airmen
without credibility is difficult.
10.32. Leader Counseling Skills.
Leaders should seek to develop and improve
their own counseling abilities. The techniques needed to provide effective
counseling vary from person to person and session to session. However, general
skills needed in almost every situation include active listening, responding,
and questioning.
10.32.1. Active Listening.
During counseling, leaders must actively
listen. By actively listening, leaders communicate verbally and nonverbally
that they have received the message. To learn more about active listening,
refer to Chapter 14, Communicating
in Today's Air Force.
10.32.2. Responding.
A leader responds both verbally and
nonverbally to communicate understanding and to clarify and confirm what has
been said. Verbal responses consist of summarizing, interpreting, and
clarifying the message. Nonverbal responses include eye contact and occasional
gestures such as a head nod.
10.32.3. Questioning.
Although questioning is a necessary skill,
use this skill with caution. Too many questions can aggravate the power
differential between a leader and an Airman and place the Airman in a passive
mode. The Airman may also react to excessive questioning as an intrusion of
privacy and become defensive. During a leadership development review, ask
questions to obtain information or to get the Airman to think about a
particular situation. Generally, questions should be open-ended to evoke more
than a yes-or-no answer. Well-posed questions may help to verify understanding,
encourage further explanation, or help the Airman move through the stages of
the counseling session.
10.33. Types of Developmental
Counseling.
Developmental counseling can be categorized
based on the topic of the session. Event-oriented counseling and performance
and professional growth counseling are the two major categories of counseling.
10.33.1. Event-Oriented
Counseling.
Event-oriented counseling involves a specific
event or situation and may precede events such as applying for a special duty
assignment or attending a school. This type of counseling may follow events
such as a noteworthy duty performance, a problem with performance or mission
accomplishment, or a personal problem. Event-oriented counseling includes, but
is not limited to:
10.33.1.1. Counseling for
Specific Instances. Sometimes counseling is connected to specific
instances of superior or substandard duty performance or behavior. Leaders must
tell Airmen whether or not their performance met the standard and what they did
right or wrong (e.g. performance feedback counseling). The key to successful
counseling for specific performance is to conduct the counseling as close to
the event as possible. Leaders should counsel Airmen for specific examples of
superior as well as substandard duty performance.
10.33.1.2. Crisis
Counseling. Leaders may conduct crisis counseling to get an Airman
through the initial shock after receiving negative news, such as notification
of the death of a loved one. Listening and, as appropriate, providing
assistance may greatly assist the Airman dealing with a crisis.
10.33.1.3. Referral
Counseling. Referral counseling helps Airmen work through a personal
situation and may or may not follow crisis counseling. Referral counseling may
also act as preventive counseling before the situation becomes a problem.
Usually, the leader assists the Airman in identifying the problem and refers
the subordinate to the appropriate resource, such as legal services, a
chaplain, or an alcohol and drug counselor.
10.33.2. Performance and
Professional Growth Counseling.
During performance and professional growth
counseling, conduct a review of an Airman s duty
performance during a certain period and set standards for the next period.
Rather than dwelling on the past, focus the session on the Airman's strengths,
areas needing improvement, and potential.
10.34. Approaches to Counseling.
An effective leader approaches each Airman as
an individual. Different people and different situations require different
counseling approaches. Three approaches to counseling include nondirective,
directive, and combined. These approaches differ in the techniques used, but
they all fit the definition of counseling and contribute to the overall
purpose. The major difference between the approaches is the degree to which the
Airman participates and interacts during a counseling session.
Figure 10.3 summarizes the advantages and
disadvantages of each approach.
10.34.1. Nondirective.
The nondirective approach is preferred for
most counseling sessions. During the counseling session, listen rather than
make decisions or give advice. Clarify what is said. Cause the Airman to bring
out important points to better understand the situation. When appropriate,
summarize the discussion. Avoid providing solutions or rendering opinions;
instead, maintain a focus on individual and organizational goals and
objectives. Ensure the Airman's plan of action supports those goals and
objectives.
10.34.2. Directive.
The directive approach works best to correct
simple problems, make on-the-spot corrections, and correct aspects of duty
performance. The leader using the directive style does most of the talking and
tells the Airman what and when of doing something. In contrast to the
nondirective approach, the leader directs a course of action for the Airman.
Choose this approach when time is short, when you alone know what to do, or if
an Airman has limited problemsolving skills. Finally, directive is appropriate
when an Airman is immature, insecure, or needs guidance.
10.34.3. Combined.
In the combined approach, the leader uses
techniques from both the directive and nondirective approaches, adjusting them
to articulate what is best for the Airman. The combined approach emphasizes the
Airman's planning and decision-making responsibilities. With your assistance,
the Airman develops a plan of action. Listen, suggest possible courses, and
help analyze each possible solution to determine the good and bad points. Then
help the Airman fully understand all aspects of the situation and encourage the
Airman to decide which solution is best.
Figure 10.3. Counseling
Approach Summary Chart.
|
Approach |
Advantages |
Disadvantages |
||
|
Nondirective |
Encourages maturity Encourages open communication Develops personal responsibility |
Is more time consuming Requires greatest counselor skills |
||
|
Directive |
Is the quickest method Is good for people who need clear, concise
direction Allows counselors to actively use their
experience |
Does not encourage Airmen to be part of the
solution May treat symptoms, not problems May discourage Airmen from talking
freely The counselor provides the solution, not the Airman |
||
|
Combined |
Is moderately quick Encourages maturity Encourages open communication Allows counselors to actively use their
experience |
May take too much time for some situations |
10.35. The Counseling Process.
The four stages of the counseling process are
identify the need for counseling, prepare for counseling, conduct the
counseling session, and follow up.
10.35.1. Identify the Need
for Counseling.
Conduct developmental counseling whenever the
need arises for focused, two-way communication aimed at Airman development. Developing Airmen consists of observing their
performance, comparing performance to the standard, and then providing them
feedback in the form of counseling.
10.35.2. Prepare for
Counseling.
Successful counseling requires preparation.
To prepare for counseling:
10.35.2.1. Select a
Suitable Place. When scheduling counseling, consider an environment
with minimal interruptions and free from distractions.
10.35.2.2. Schedule the
Time. When possible, counsel an Airman during the duty day. Counseling
after duty hours may be rushed or perceived as unfavorable. The length of time
required for counseling depends on the complexity of the issue. Generally, a
counseling session should last less than 1 hour. If you need more time,
schedule a second session.
10.35.2.3. Notify the
Airman well in Advance. The Airman should know why, where, and when
the counseling session will take place. Counseling following a specific event
should happen as close to the event as possible.
10.35.2.4. Organize the
Pertinent Information. Solid preparation is essential to effective
counseling. Review all pertinent information including the purpose of the
counseling, facts and observations about the Airman, identification of possible
problems, main points of discussion, and the development of a plan of action. Focus
on specific and objective behaviors the Airman must maintain or improve upon as
well as a plan of action with clear, obtainable goals.
10.35.2.5. Plan the
Counseling Approach. There are as many approaches to counseling as
there are leaders. The directive, nondirective, and combined approaches to
counseling were addressed earlier. Use a strategy that suits the Airman and the
situation.
10.35.2.6. Establish the
Right Atmosphere. The right atmosphere promotes two-way communication
between a leader and Airman. To establish a relaxed atmosphere, offer the
Airman a seat or something to drink. Sit in a chair facing the Airman rather
than behind a desk because a desk can be perceived as a barrier. Some
situations, however, make an informal atmosphere inappropriate. For example, a
more formal atmosphere is normally used to give specific guidance and
reinforces the leader's rank, position, and authority.
10.35.3. Conduct the
Counseling Session.
Be flexible when conducting a counseling
session. Often, counseling for a specific incident occurs spontaneously as
leaders encounter Airmen in their daily activities. Good leaders take advantage
of naturally occurring events to provide Airmen with feedback. Even when you
have not prepared for formal counseling, you should follow the four basic
components of a counseling session:
10.35.3.1. Open the
Counseling Session. The best way to open a counseling session is to
clearly state the purpose. Establish the preferred setting early in the session
by inviting the Airman to speak.
10.35.3.2. Discuss the
Issues. Attempt to develop a mutual understanding of the issues with
the Airman. This is best developed by letting the Airman do most of the
talking. Use active listening; respond and question without dominating the
conversation. Aim to help the Airman better understand the subject of the
counseling, such as duty performance, a problem situation and the impact, or
potential areas for growth. Both you and the Airman should provide examples or
cite specific observations to reduce the perception that is unnecessarily
biased or judgmental. However, when the issue is substandard performance, make
it clear how the performance did not meet the standard and then develop a plan
of action.
10.35.3.3. Develop a Plan
of Action. A plan of action identifies a method for achieving a
desired result and specifies what the Airman must do to reach the goals set
during the counseling session. The plan of action must be specific. The plan of
action should show the Airman how to modify or maintain his or her behavior.
10.35.3.4. Record and
Close the Session. Documentation serves as a reference to the
agreed-upon plan of action and the Airman's accomplishments, improvements,
personal preferences, or problems. To close the session, summarize key points
and ask if the Airman understands the plan of action. Invite the Airman to
review the plan of action and what you, as the leader, expect from him or her.
With the Airman, establish any follow-up measures necessary to support the
successful implementation of the plan of action. These may include providing
the Airman with resources and time, periodically assessing the plan, and
following through on referrals. Schedule any future meetings, at least tentatively,
before dismissing the Airman.
10.35.4. Follow up.
The counseling process does not end with the
counseling session. Follow up continues through implementation of the plan of
action and evaluation of results. After counseling, support the Airman as he or
she implements the plan of action. Support may include teaching, coaching, or
providing time and resources. Observe and assess this process and possibly
modify the plan to meet goals. Appropriate measures after counseling include
follow-up counseling, making referrals, informing the chain of command, and
taking corrective measures.
10.36. Leveraging Diversity.
Our work environment today is more diverse
than ever. The Air Force team is comprised of military, civilians, and
contractors. Leaders can find themselves dealing with a workforce ranging from
18-year-olds to those with 18 or more years of experience. The challenge is to
incorporate everyone's specific talents into a cohesive and optimal workforce.
We must recognize that people are vital to an organization's success.
Consequently, we need to understand the motivations and interests of this
diverse workforce.
10.36.1. People are motivated for their
reasons, not yours. What sparks interest and passion in one person does not
necessarily ignite the next person. Effective leaders take time to recognize
what excites others, leverages their talent to the organization, and cultivate
a work culture that recognizes and appreciates differing perspectives and
approaches to solving problems. Consider this: the Air Force attracts people
from every aspect of society, culture, and social status. When, where, and how
someone was raised impacts their value system. None of these variables are
under a supervisor's direct control. Supervisors cannot change someone's inherent
characteristics, but they can change how to lead these people as a cohesive
team. Foremost, leaders must create a hospitable climate that promotes respect
and inclusion. This will reduce dysfunctional tension and increase team
productivity. Specifically, how can this be achieved?
10.36.2. The first step in leading a diverse
organization is to form common ground or a shared set of assumptions, which
will form the framework within to communicate. The common ground is the
organization itself, the vision, goals, rules, regulations, processes, and
procedures that govern what the unit does to achieve mission requirements.
Clear guidelines improve communication, reduce confusion, provide purpose, and
define desired outcomes. A team must have a clear sense of direction or else
there will be mass confusion with everyone going in different directions.
10.36.3. Having established common ground, we
must increase awareness and expel stereotypes. Examples include younger
employees are wet behind the ears, know nothing, have no respect or loyalty,
lack experience, have no credibility, and cannot be trusted with much
responsibility. At the other end of the social spectrum, older employees are
considered less motivated to work hard, are nothing but deadwood, resistant to
change, cannot learn new methods/technology, plateau at 40, should be fired
after 50, and are fire proof. Stereotypes ignore differences among the
individuals in a group. The workplace has no room for such stereotypes.
Instead, leaders must acknowledge the richness and benefits of diversity.
10.36.4. People are different. There is no
way to make them fit into a single mold, nor is there any reason to. We do not
live in a world of carbon-copied people. To effectively manage a diverse
workforce, we must acknowledge differences. However, we should focus more on
what we have in common.
10.36.5. Use everyone's experiences and
background as a resource. Diversity of experience and background ensures
diverse ways of looking at problems. Managing our workforce diversity can
result in higher productivity, improved performance, more creativity, more
innovations, and reduced stress. Giving emphasis to diversity without
threatening our unity is the proper way to strengthen the ties that bind the
team together. Sensitivity, mutual respect, and common trust coupled with
communication are the prime ingredients to integrating our Airmen.
10.36.6. Former Chief of Staff, U.S. Air
Force, General John P. Jumper stated, Air Force diversity is a critical
warfighting and readiness issue. Maximizing the benefits of diversity is a
mission imperative. We expect Air Force leaders to challenge any policy,
practice, or process that limits the growth and development of potential
leaders from all groups. Industry studies have consistently revealed that
heterogeneous or diverse groups are more innovative than homogeneous groups
because they view improvement opportunities from multiple perspectives.
Managing diversity is determining which differences matter in enriching a
product or service. Productivity is an outcome of respect and inclusion. Former
Chief of Staff, U.S. Air Force, General Ronald Fogleman said, People are the
assets that determine our success or failure. If you are to be a good leader,
you have to cultivate your skills in the arena of personal relations. The
skilled leader deals effectively with all races, nationalities, cultures,
disabilities, ages, and gender.
Section 10E Full
Range Leadership Development (FRLD)
10.37. Full Range Leadership
Development.
A full range of leadership behaviors is
essential in today's complex world. Therefore, developing full range leadership
potential throughout the workforce has become a principal initiative in several
of today's most successful organizations, to include the U.S. Air Force. Though
the leadership theories of the past were very successful, today's Air Force
depends on highly effective Airmen with the flexibility and capability to
operate throughout a spectrum of leadership styles. FRLD was adopted because
the best parts of past leadership theories are combined.
10.37.1. FRLD is unique and requires us to
view leadership as a system made up of three core elements: the leader, the
follower, and the situation. The components of the FRLD system are
interdependent of one another. Its success relies not only on the leader's
actions, but also the follower and the situation. FRLD requires today's leaders
to consider the follower and each situation and be willing to:
10.37.1.1. Develop relationships with
leadership, peers, and subordinates.
10.37.1.2. Take advantage of opportunities as
they come available.
10.37.1.3. Efficiently use available
resources.
10.37.1.4. Properly evaluate situations and
the performance of followers.
10.37.1.5. Reward appropriately (and
discipline accordingly).
10.37.1.6. Identify improvement areas in
one's self, their followers, and the work place.
10.37.2. The FRLD Model (Figure 10.4)
includes five leadership behaviors ranging from the passive, less effective
Laissez-Faire behavior to the more active and effective Transformational
Leadership behavior.
10.37.2.1. Laissez-Faire. Laissez-faire
leaders view the development and needs of their subordinates as someone else s
concern. They tend to pass on and abandon their responsibilities and remain
indifferent toward important issues. They are hesitant to make decisions and
are usually absent from their place of work, which negatively affects
relationships with peers and subordinates.
10.37.2.2. Management by
Exception-Passive. This leadership behavior is the if it isn t broke, don t fix it leadership
style. Here, leaders elect to sit back, observe, and wait for things to go
wrong before taking action. They intervene only when policies or rules are
broken. Management by Exception-Passive is a little more effective than Laissez-Faire
because subordinates know that leadership will hold them accountable if they
fail to meet standards of performance or comply with policies and procedures.

10.37.2.3. Management by
Exception-Active. This leadership behavior ensures leaders keep
personnel and processes in control. They monitor and govern subordinates
through forced compliance with rules, regulations, and expectations for meeting
performance standards. Management by Exception-Active exists in a structured
system with detailed instructions, careful observation, and very active supervision. Furthermore, this leadership behavior
reduces organizational uncertainties, avoids unnecessary risks, and ensures
important goals are being achieved. This transactional leadership behavior
reduces the temptation for employees to avoid their duties or act unethically
and aids members in meeting defined performance objectives.
10.37.2.4. Transactional
Leadership and Contingent Rewards. Transactional leadership and
contingent rewards involve the constructive transaction between
a leader and his or her followers. These transactions are contracts' where the
leader sets goals, identifies ways for the subordinate to reach these goals,
and supports the follower along the way. The follower is then required to
perform their assigned tasks to a specified performance level and, when they
achieve their leader's expectations, the leader reinforces the positive
behavior by providing a reward. In other words, the reward is contingent upon
the follower performing assigned tasks to expectations.
10.37.2.5. Transformational
Leadership. The transformational leader offers followers a vision and
inspires their mission. This type of leadership inspires followers to exceed
their goals and promotes positive, meaningful changes. There are four
components of transformational leadership, called the 4 I s:
Individualized Consideration, Intellectual Stimulation, Idealized Influence,
and Inspirational Motivation.
10.37.2.5.1. Individualized
Consideration (Nurturing). Individualized
consideration is where leaders treat their followers as individuals with
different needs, abilities, and aspirations and not just as a part of a group
of subordinates. They empathize with and support each follower while
maintaining healthy communication. Using Individualized Consideration, leaders
nurture followers by acting as mentor or coach.
10.37.2.5.2. Intellectual
Stimulation (Thinking). Intellectual Stimulation is
the degree to which a leader values their subordinates' rationality and
intellect, seeking different perspectives and considering opposing points of
view. Using Intellectual Stimulation, leaders stimulate and encourage
creativity in their followers, encourage followers to be independent thinkers,
and are not afraid to take risks and solicit ideas from their followers.
10.37.2.5.3. Inspirational
Motivation (Charming). This leader behavior involves
developing and articulating visions that paint an optimistic and enthusiastic
picture of the future that is appealing and inspiring to followers. These
visions elevate performance expectations and inspire followers to put forth
extra effort to achieve the leader's vision.
10.37.2.5.4. Idealized
Influence (Influencing). Transformational leaders
are charismatic and act as positive role models that walk the walk. They
exhibit high levels of moral behavior, virtues, and character strengths, as
well as a strong work ethic. They represent the organization's values, beliefs,
and purpose in both words and actions. They set aside personal interests for
the sake of the group.
10.37.3. Developing these five leadership
behaviors begins by understanding each of them and knowing when, or when not,
to apply them. In addition, possessing the flexibility and capability to
implement each style is critical to successfully leading others, depending on
the follower and the situation. Though a more passive approach may be
appropriate at times, transformational leaders actively and effectively develop
the followers today to become the leaders of tomorrow.
Section 10F
Mentorship
10.38. Essential Principles.
Mentoring is a leadership obligation and
responsibility. Through mentoring, senior leaders pass on their experience and
wisdom to junior members as well as philosophy, traditions, shared values,
quality, and lessons learned. Mentoring provides the framework for the
professional development of competent, future Air Force leaders. Mentoring is
an ongoing process and perhaps the most powerful method leadership can use to
shape the future. A mentor is a trusted advisor, teacher, counselor, friend,
parent, and/or the more senior person in the relationship. In organizations,
mentorship can apply to all leaders and supervisors who are responsible for
getting their work done through other people. The assisted individual is
usually referred to as the prot g : a student or pupil
who learns from the mentor. Understanding mentoring principles is essential to
practical implementation.
10.39. The Mentoring Process.
The mnemonic at Figure 10.5 demonstrates the
concepts of effective mentoring. (Mnemonics are memory aids that help us
remember the various aspects of a concept. The elements of effective mentoring,
expressed as verbs, correspond to the letters in the word itself.) The
following paragraphs describe each element and clarifies the meaning of a
mentor.
10.39.1. Model.
|
Model Empathize Nurture Teach Organize Respond Inspire Network Goal-set |
Figure 10.5. Mentoring Model.
An effective mentor must first lead by
example. When serving as a role model, make no mistake that actions speak much
louder than words. Mentoring requires the mentor and prot g to spend a
significant amount of time together. Here, the prot g is constantly observing
and learning from the mentor's words and actions. The opportunity to see how
the mentor deals with a variety of situations is an important part of the
process. Therefore, the mentor must show the prot g how a mature professional
handles various challenges and opportunities. In turn, prot g's must be willing
to learn, seek assistance, and apply what they have learned.
10.39.2. Empathize.
Mentoring involves much more than merely
teaching. Mentors must empathize, showing genuine compassion for their prot g
s. Mentors who remember what it was like when they were new and inexperienced
are more effective in assisting others in their professional development.
Empathy cultivates strong bonds between mentors and prot g's and fosters the
mutual commitment that exemplifies mentoring.
10.39.3. Nurture.
Nurturing also emphasizes a caring attitude.
Like a farmer and his or her crops, the mentor nurtures the prot g . One cannot expect to sow a rich crop without investing
ample time, patience, and labor. Certainly these points seem rather obvious,
but are often the most neglected elements. Some mentors often find themselves
too busy to provide the time and effort to effectively mentor their prot g s.
Therefore, we must not expect an expert-level performance from someone who has
not received appropriate amounts of attention, training, and time from a
mentor. Remember, for people to apply, internalize, and value what they have
learned takes time.
10.39.4. Teach.
Many people, regardless of their knowledge
and experience level, find teaching uncomfortable and extremely stressful.
Thankfully, some time-tested methods provide a solid benchmark for instruction.
Consider these five simple steps when teaching and training prot g s: (1)
organize the material into logical; systematic, units of manageable size; (2)
correct errors immediately; (3) frequently review previously covered material
and relate the material to the current lesson; (4) include practical exercises
to help the prot g exercise the newfound knowledge; and (5) evaluate the prot g
s' comprehension often, formally and informally, and provide detailed feedback
on their progress.
10.39.5. Organize.
Mentors must first be organized before
helping others become organized. Hence, a systematic, methodical approach is
essential. An organized mentor knows from the very beginning what he or she
wants to achieve, focusing every aspect of the process on this goal. The time
and effort spent organizing thoughts and materials into a logical, building-block
sequential plan of lessons aimed at a precisely defined target pays big
dividends in the form of improved learning and developmental experiences for
the prot g .
10.39.6. Respond.
Mentoring is a two-way communication process
that requires mentors to actively listen to the prot g s' questions and provide
useful and timely responses. There may be times when the prot g is reluctant to
ask a particular question. Therefore, effective mentors must remain alert to
recognize nonverbal behaviors and subtle communication cues. Rather than
sitting back and waiting for the prot g to ask questions, be proactive.
Anticipate the needs, problems, and concerns of prot g's and take care of them
immediately.
10.39.7. Inspire.
A mentor should be more than just a good role
model, teacher, or helpful acquaintance. Genuine mentoring encompasses an
element of inspiration. Inspirational mentors have a profound impact on their
prot g's that encourages them to transform into a more improved being.
Inspiration is one of the characteristics that distinguishes leaders from
managers. The best mentors most likely become the best leaders because they are
able to inspire others.
10.39.8. Network. A
good mentor introduces and connects' a prot g to other people who can also
provide guidance, support, resources, and opportunities. Networking is a vital
function that provides prot g's a head start on establishing themselves in
their professional community. Building a solid network of friends,
acquaintances, and associates takes time; the earlier a prot g can cultivate
this, the better.
10.39.9. Goal-Set.
Many young, inexperienced people do not
understand the importance of setting goals. Oftentimes, they lack the expertise
to establish specific, achievable, and realistic goals. Therefore, mentors must
help their prot g's understand why goals are important; establish short- and
long-term goals that are specific, achievable, and realistic; and be available
to assist them in achieving their goals.
Section 10G
Strategic Leadership
10.40. Definition of Strategic
Leadership.
Strategic leadership plays a critical role in
propelling today's Air Force through and beyond the 21st century. Strategic
leadership is such a broad concept, that we may not be able to define, but we
can certainly recognize strategic leadership in action. Noel Tichy, Director of
the Global Leadership Program at the Ross School of Business, offers a
comprehensible depiction as to what a strategic leader is:
Strategic leaders guide the
achievement of their organizational vision within a larger enterprise by
directing policy and strategy, building consensus, acquiring and allocating
resources, influencing organizational culture, and shaping complex and
ambiguous external environments. They lead by example to build effective
organizations, grow the next generation of leaders, energize subordinates, seek
opportunities to advance organizational goals, and balance personal and
professional demands.
10.41. Components of Strategic
Leadership:
10.41.1. Enlisted
leaders apply the strategic leadership components of core values, competencies,
and actions at the tactical, operational, and strategic levels every day.
Leadership at the tactical level is predominantly direct and face-to-face. As
leaders ascend the organizational ladder to the operational level, leadership
responsibilities become more complex and sophisticated. Strategic leaders have
a responsibility to large organizations and systems and are expected to
conceptualize and integrate a variety of issues to accomplish the mission.
10.41.2. Core values
form the foundation of leadership (paragraph 10.12), coupled with competencies
(personal, people/team, and institutional leadership) and actions. Personal
leadership focuses on interpersonal relations that directly influence human
behavior and values. People/team leadership involves more interpersonal
relations and team relationships. Leaders using this competency tailor
resources to organizations and programs. Institutional leadership is about
establishing structure, allocating resources appropriately, and articulating
the organizational vision.
10.41.3. Actions
include training and educational activities designed to develop strategic
leadership abilities. Early career development focuses on personal competencies
at the tactical level. At the operational stage, personal leadership continues,
but the Air Force begins to emphasize people/team leadership development and
introduces institutional leadership competencies. At the strategic level, the
greatest emphasis is on developing institutional leadership competencies,
primarily through education designed to help leaders form accurate frames of
reference, make sound decisions, uncover underlying connections between general
issues, and think creatively, innovatively, and critically about new solutions
and options.
10.42. Strategic Leadership:
10.42.1. At the
strategic level, Airmen must combine highly developed occupational capabilities
with competencies gained earlier in their careers to lead and direct
exceptionally complex and multi-tiered organizations. Strategic leaders must
understand Air Force missions and how operational capabilities and Airmen are
integrated to achieve synergistic results and desired effects. Strategic
leaders are also expected to demonstrate a highly developed and insightful
understanding of personal and team leadership.
10.42.2. The
successful strategic leader is the quintessential communicator, using all means
of communication. Whereas leaders at lower levels of the organization remain
focused on the short term, strategic leaders must have a future focus, spending
much of their time looking forward, positioning the organization for long-term
success.
10.42.3. Strategic
leaders seek education and other opportunities to enhance their understanding
and appreciation of strategic leadership, its responsibilities, functions, and
impact on the organization. They fully understand their role in shaping climate
and culture through vision, policy, communication, education, coaching, mentoring, and personal example.
10.43. Conclusion. To lead means to
act as a guide or to guide; a leader is
defined as a person who leads, directs, commands, or guides a group or
activity. These are simple definitions, but the implications of poor or
ineffective leadership are devastating to mission success. Given the authority,
anyone can command. Leading, however, is a delicate art calling for
people-oriented attributes that many find difficult to develop and impossible
to acquire. With determination and practical experience, you can develop your leadership
skill sets. Commanders depend on noncommissioned officers to lead Airmen and
accomplish the mission. This chapter discussed the art of leadership, effective
leadership, interrelationship of leadership and management, leadership
qualities, and the concept of vision, and provided an overview on empowerment
and learning. Also provided was information on leadership flexibility and
followership, dealing effectively with change, the critical relationship
between leadership and core values, mentoring, and counseling. These concepts
are fundamental to the mission of the Air Force, as well as the careers and
futures of the enlisted force.
Chapter 11
OFFICER AND ENLISTED EVALUATION SYSTEMS AND CIVILIAN PERFORMANCE
PROGRAM
Section 11A
Overview
11.1. Introduction:
11.1.1. The officer and enlisted evaluations,
and civilian appraisals deal directly with the Air Force's most precious
resource people. Supervisors must help their subordinates understand their
strengths and weaknesses and how their efforts contribute to the mission.
Supervisors must employ the officer and enlisted evaluation systems, and
civilian performance program in everyday situations to help develop their
subordinates. This chapter addresses the importance of correctly using the
officer and enlisted evaluation systems, and civilian performance program, by
identifying responsibilities, outlining the performance feedback process, and
provides additional information as outlined in governing AFIs 36-2406, Officer and Enlisted Evaluation Systems and 36-1001, Managing the Civilian Performance
Program respectively.
11.1.2. The officer and enlisted evaluation
systems, and civilian performance program provides:
11.1.2.1. Meaningful feedback to individuals
pertaining to what is expected of them, advice on how well they are meeting
expectations, and advice on how to better meet these expectations.
11.1.2.2. A reliable, long-term, cumulative
record of performance and potential based on performance. Section 11B General Considerations (Officer and Enlisted Evaluation
Systems)
11.2. Purpose.
The Officer and Enlisted Evaluation Systems
have varied purposes. The first is to establish performance standards and
expectations for ratees, meaningful feedback on how well the ratee is meeting
those expectations, and direction on how to better meet those established
standards and expectations. The second is to provide a reliable, long-term,
cumulative record of performance and promotion potential based on that
performance. The third is to provide officer Central Selection Boards, senior
NCO evaluation boards, the Weighted Airman Promotion System, and other
personnel managers' with sound information to assist in identifying the best
qualified officers and enlisted personnel for promotion, as well as other
personnel management decisions. The fourth is to document in the permanent
record any substantiated allegation of a sex-related offense against an Airman,
regardless of grade, that results in conviction by courts-martial, non-judicial
punishment, or other punitive administrative action.
11.2.1. To accomplish these purposes, the
evaluation system focuses on performance. How well the individual does his or
her job, and the qualities the individual brings to the job, are of paramount
importance to the Air Force. Performance is most important for successful
mission accomplishment and important for development of skills and leadership
abilities and in determining who will be selected for advancement through
assignments, promotions, and other personnel actions. The evaluation system
emphasizes the importance of performance in several ways--using periodic
performance feedback, as the basis for formal evaluations, and, for officers,
through performance-based promotion recommendations.
11.2.2. Effective evaluators must have an
adequate understanding of Officer Evaluation System (OES), Enlisted Evaluation
System (EES), or both, depending on who they supervise. OES/EES training was
implemented in May 96 to help supervisors fulfill their evaluation
responsibilities. Unit commanders are responsible for ensuring all firsttime
supervisors receive mandatory OES/EES training (as appropriate for their
position) within 60 days of being appointed as a rater. Additionally, Air Force
members should receive annual recurring OES/EES training. How and when this
training is conducted is at the discretion of the unit commander. To assist
commanders, OES/EES Training Guides are located on the myPers Website.
11.3. Forms Used:
11.3.1. Performance
Evaluation Forms Used (see AFI 36-2406 for additional details of each form):
11.3.1.1. AF Form 77, Letter
of Evaluation, is a multipurpose evaluation form.
11.3.1.2. AF Form 78, Air
Force General Officer Promotion Recommendation is used to document
performance and promotion recommendations for certain general officers.
11.3.1.3. AF Form 475, Education/Training
Report is used to document periods when Airmen are in education or
formal training.
11.3.1.4. AF Form 707, Officer
Performance Report (Lieutenant thru Colonel); AF Form 910, Enlisted Performance Report (Airman Basic thru Technical Sergeant) (EPR);
AF Form 911, Enlisted Performance Report (Master Sergeant
thru Senior Master Sergeant) (EPR), or AF Form 912 Enlisted
Performance Report (Chief Master Sergeant) (EPR), are used to document
potential and performance over the course of a ratee's career. For enlisted
only, use ratee's grade or projected grade on the static close-out date to
determine which form to use.
11.3.1.5. AF Form 709, Promotion
Recommendation Form (PRF), used to assess an officer's performance-based potential
and to recommend promotion from a senior rater (or in case of Colonel ratees, from the head of the Management Level or designated
representative) to central selection boards.
11.3.1.6. AF Form 724, Airman
Comprehensive Assessment Worksheet (Second Lieutenant thru Colonel), AF Form 931, Airman
Comprehensive Assessment (ACA) Worksheet (Airman Basic
thru Technical Sergeant), and AF Form 932, Airman
Comprehensive Assessment Worksheet (Master Sergeant thru
Chief Master Sergeant).
11.3.1.7. AF Form 3538, Retention
Recommendation Form is used in conjunction with AFI 36-2406 and HQ Air
Force Personnel Center Retirements and Separations Branch guidelines, to
document performance-based differentiation and retention recommendations, to
assist in involuntary separation and/or retirement boards (Force Shaping,
Reduction in Force, or Selective Early Retirement boards). This form is only
used at the discretion of the Secretary of the Air Force. See AFI 36-2406 and
AFI 36-3203, Service Retirements, for details.
11.3.1.8. AF Form 948, Application
for Correction/Removal of Evaluation, is used by Regular Air Force, and
Reserve personnel to substitute, correct or remove an evaluation when the
applicant does not have access to the Virtual Military Personnel Flight or Virtual
Personnel Center application process.
11.3.2. Purpose and Their
Use:
11.3.2.1. Airman
Comprehensive Assessment Worksheet. Airman Comprehensive Assessment
Worksheets include the AF Form 724, AF Form 931, and AF Form 932, and are used
to document formal communication regarding an assessment of an Airman s responsibilities, accountability, Air Force culture,
critical role in support of the mission, individual readiness and performance
between raters and ratees (see AFI 36-2406, Chapter 2 for details).
11.3.2.2. Performance
Evaluations. Performance evaluations include the AF Form 707, AF Form
910, AF Form 911, AF Form 912, AF Form 77, and AF Form 475. These forms are
used to document performance and potential as well as provide information for
making promotion recommendation, selection, or propriety actions, selective
continuation, involuntary separation, selective early retirement, assignment,
school nomination and selection, and other management decisions.
11.3.2.3. Promotion
Recommendation Forms. Use promotion recommendation forms for promotion
purposes only, and include the AF Form 78, and AF Form 709. These forms are
removed from the Officer Selection Record following the promotion board which
they were accomplished for, and are stored electronically. AF Forms 709 will be
used for historical, legal, and appeal purposes only.
11.3.2.4. Retention
Recommendation Forms. Use AF Form 3538, Retention
Recommendation for involuntary separation/retirement board (Force
Shaping, Reduction in Force, or Selective Early Retirement boards) only. These
forms are removed from the Officer Selection Record following the board which
they were accomplished for, and are stored electronically. These Retention
Recommendation Forms will be used for historical, legal, and appeal purposes
only.
11.3.2.5. Enlisted Retention Recommendation Form. Use
AF Form 3538E, Enlisted Retention
Recommendation for involuntary separation/retirement boards (Force
Shaping, Enlisted Retention Board, Quality Force
Review Board). These forms are removed from the selection record following the
board for which they were accomplished, and are stored electronically. These
forms will be used for historical, legal, and appeal purposes only.
11.4. General Guidelines:
11.4.1. Access to
Evaluations. Evaluations are For Official Use Only and are subject to
the Privacy Act. They are exempt from public disclosure under DoD Regulation
5400.7/Air Force Supplement (AFSUPDODR 5400-7), DoD Freedom of Information Act
Program and AFI 33-332, Privacy Act Program. Only
persons within the agency who have a proper need to know may read the
evaluations. The office with custodial responsibility is responsible for
determining if a person's official duties require access. See Chapter two for
access to the Airman Comprehensive Assessment (ACA) Worksheets.
11.4.2. Classified
Information and Security Classification. Do not enter classified
information in any section of the evaluation; this includes any type of
evaluation forms, attachments to evaluations, referral documents, or
endorsements to referral documents. If an entry would result in the release of
classified information, use the word "Data Masked" in place of that
entry. The Personnel Accounting Symbol code alone is unclassified, however this
code will only be entered on the ratee. In the Senior Rater Identification
block enter five asterisks, (*****). In those cases where the evaluator is with
a classified organization or location, enter "Data Masked" for
organization nomenclature and nothing more.
11.4.3. Bullet Format. Bullet
format is mandatory. Use bullet format as specified in the appropriate table
for the evaluation being accomplished. Bullets are limited to a minimum of one
line and a maximum two lines per bullet and white space is authorized. Main
bullets begin at the left margin and will have one space after the - . If
unfamiliar with the proper bullet format, refer to The Bullet Background Paper
in AFH 33-337, The Tongue and Quill. Although the Tongue and Quill allows three lines per bullet, evaluations
will not have more than two lines per bullet.
11.4.4. Special
Formatting. Do not underline, capitalize, or use bold print, unusual
fonts or characters, multiple exclamation marks, or headings to emphasize
comments, except as required to identify proper names, publication titles, etc.
11.4.5. Ratee
Identification Data. The name will be in all uppercase. The remaining
data (grade, unit, location) will be in upper/lower case.
11.4.6. Type and Font:
11.4.6.1. Type all evaluations using the
electronic version of the form from the AF Publications website.
11.4.6.2. Forms will be typed using Times New Roman.
11.4.6.3. Forms will be typed using 12-pitch
font. You must use computerized versions with proportional spacing, provided a
12-pitch font is used. 11.4.6.4. Handwritten Evaluations.
11.4.6.4.1. Evaluations may be handwritten,
only when authorized by HQ Air Force Personnel Center/DP3SP or Air Reserve
Personnel Center/DPT, as appropriate (exception: President of the United
States/Vice President of the United States may handwrite evaluations).
11.4.6.4.2. When authorized, print or legibly
write entries.
11.4.6.4.3. Use only dark blue or black
reproducible ink.
11.3.6.4.4. HQ Air Force Personnel
Center/DP3SP or Air Reserve Personnel Center/DPT will not approve requests if a
computerized form, typewriter, or word processor is available.
11.4.7. Nicknames and
Acronyms:
11.4.7.1. Nicknames. Do not use call signs,
code names or unusual nicknames on evaluations. However, nicknames which are a
form of the ratee's name are permitted. Example: Bill/Will
for William, Jim for James, Chris for Christopher/Christine, Pat for
Patrick/Patricia, etc. are authorized.
11.4.7.2. Acronyms. Uncommon acronyms must be
spelled out; however, if space is limited, define the acronyms in the proper
section of the applicable form. Note: The AF
evaluation forms allow the evaluators to explain uncommon acronyms in the
Remarks section of the forms. When acronyms are used, the acronyms must be
listed alphabetically.
11.4.7.2.1. When used, first spell out and
follow with the acronym; e.g. Personnel Support for Contingency Operations.
11.4.7.2.2. Acronyms or abbreviations common
throughout the Air Force, such as CGO, NCO, CONUS, TDY, etc., are not required
to be spelled out first.
11.4.8. Optional Notes and Stamps. Wet Signature Evaluation Only. When used enter optional
notes at base level such as MilPDS/System Processed, administrative review
initials, date stamps, etc., only in the top margin. Air Force Personnel Center
or Air Reserve Personnel Center level optional notes will be placed only in the
bottom margin.
11.4.9. Send requests for deviations or
waivers through the wing commander or the comparative level to HQ Air Force
Personnel Center/DP3SP (or appropriate ANG/AFR office) who in turn will forward
the request to appropriate office of primary responsibility listed in AFI
36-2406.
11.5. Evaluator Requirements:
11.5.1. Number of
Evaluators:
11.5.1.1. Officer Performance Reports (OPR)
will have three evaluators, unless the rater or additional rater is also the
reviewer/senior rater.
11.5.1.2. Enlisted Performance Reports (EPR)
will have at least two evaluators, unless the rater qualifies as a single
evaluator.
11.5.1.2.1. For Chief Master Sergeant, no
more than two evaluators (the rater and senior rater) will evaluate the ratee's
performance.
11.5.1.2.2. For Master Sergeant through
Senior Master Sergeant, no more than four evaluators (the rater, additional
rater, unit commander/military or civilian director/other authorized reviewer
and final evaluator) will evaluate the ratee's performance.
11.5.1.2.3. For Airman Basic through
Technical Sergeant, no more than three evaluators (rater, additional rater, and
forced distributor) will evaluate the ratee s performance.
11.5.1.3. AF Form 78 and AF Form 3538 forms
require two evaluators.
11.5.1.4. Promotion Recommendations Forms and
Training Reports only require one evaluator. Exceptions: The
preceding requirements must be strictly adhered to, unless: commander disagrees
with the ratings; the evaluation is referred and the commander is not the evaluator named in the referral document, Referral Reviewer; or the reviewer is senior to the commander
and refers the evaluation.
11.5.2. Evaluators and
Minimum Grade Requirements:
11.5.2.1. Rater. The
official in the rating chain designated by management to provide periodic ACA
and initiate performance evaluations. Typically the ratee's immediate
supervisor.
11.5.2.1.1. Military
Raters:
11.5.2.1.1.1. For
officers. The rater must be an officer of the United States or a
foreign military service serving in a grade equal to or higher than the ratee.
11.5.2.1.1.2. For
enlisted. The rater must be an officer or an NCO of the United States
or a foreign military service serving in a grade equal to or higher than the
ratee.
11.5.2.1.1.2.1. The rater must be at a
minimum, in the grade of E-5 or higher, unless para 11.5.2.1.1.2.2. applies.
11.5.2.1.1.2.2. Senior Airman, Regular Air
Force and Air Reserve Components may serve as raters only if they have completed
Airmen Leadership School.
11.5.2.1.2. Civilian
Raters:
11.5.2.1.2.1. For Officers:
11.5.2.1.2.1.1. Under the General Schedule
(GS) system, raters must be a civilian serving in a grade equal to or higher
than the ratee. 11.5.2.1.2.2. For Enlisted:
11.5.2.1.2.2.1. A civilian rater must be at
least a GS-5 or a comparable grade or higher and must be in a position higher
than the ratee in the rating chain.
11.5.2.1.2.2.2. For Master Sergeant Chief
Master Sergeant, a civilian rater must be at least a GS-11 or above.
11.5.2.1.3. Management may appoint a rater of
the United States or a foreign military service serving in the same grade as
the ratee without regard to date of rank.
11.5.2.2. Additional Rater
(Rater s Rater):
11.5.2.2.1. The official designated by
management to provide periodic ACA and initiate a performance evaluation on a
rater and will be no higher in organization than the reviewer/senior rater.
11.5.2.2.2. The second evaluator in the
rating chain, after the rater, to endorse a performance evaluation. The second
evaluator in the rating chain must be the rater's rater unless one of the
exceptions as stated in AFI 36-2406 applies.
11.5.2.2.3. Military
Additional Raters:
11.5.2.2.3.1. For
officers. The additional rater must be an officer of the United States
or a foreign military service serving in a grade equal to or higher than the
rater, and in a grade higher than the ratee. An O-6 of the United States or a
foreign military service may be the additional rater for an O-6.
11.5.2.2.3.2. For enlisted:
11.5.2.2.3.2.1. When the rater's rater does
not meet this requirement, the additional rater will be the next evaluator in
the rating (supervisory) chain that meets the minimum grade requirement.
11.5.2.2.3.2.2. AF Form 910, Enlisted Performance Report (Airman Basic Thru Technical Sergeant).
The additional rater must be an officer, Senior NCO (E-7 or above) of the
United States or a foreign military service serving in a grade equal to or
higher than the rater.
11.5.2.2.3.2.3. AF Form 911, Enlisted Performance Report (Master Sergeant Thru Senior Master
Sergeant). The additional rater must be equal or higher in grade than the
ratee and a Senior NCO (E-7) or above; or an officer of the United States or a
foreign military service serving in a grade equal to or higher than the rater.
11.5.2.2.3.2.4. AF Form 912, Enlisted Performance Report (Chief Master Sergeant). The rater
must be an E-9 (Chief Master Sergeant or equivalent) or above; or an officer of
the United States, or a foreign military service serving in a grade equal to or
higher than the ratee. The final evaluator must be the senior rater; final
evaluator may not be delegated to a lower level evaluator. 11.5.2.2.4. Civilian Additional Raters:
11.5.2.2.4.1. For
Officers. The additional rater must be an officer of the United States
or a foreign military service serving in a civilian grade equivalent equal to
or higher than the rater, and in a grade higher than the ratee.
11.5.2.2.4.1.1. Under the General Schedule
(GS) system, additional raters must be at least a GS-9 or equivalent for
company grade officers and GS-11 or equivalent for field grade officers.
11.5.2.2.4.2. For
enlisted. A civilian additional rater must be serving in a civilian
grade equivalent, equal to or higher than the rater.
11.5.2.2.4.2.1. For Technical Sergeant and
below. A civilian Additional Rater must be at least a GS-7 (or equivalent) or
above.
11.5.2.2.4.2.2. For Master Sergeant-Senior
Master Sergeant. A civilian Additional Rater must be at least a GS-12 (or
equivalent) or above.
11.5.2.3. Reviewer/Senior
Rater/Final Evaluator. All senior raters must be the person holding
the senior rater position designated by the Management Level for the ratee's
assigned organizational Personnel Accounting Symbol.
11.5.2.3.1. Senior Raters/Reviewer/Final
Evaluator. Note: The Head of a Management Level
(normally Major Command Commander) must designate all Senior Rater positions.
Appointment of command (G-Series orders) does not authorize Senior Rater
status.
11.5.2.3.1.1. For
officers. The reviewer must be the ratee's senior rater and will be
the final evaluator on the OPR.
Exceptions: When the rater or additional rater is also the senior rater, the
OPR will close-out at this level (see AFI 36-2406, Table 3.1). Also, when a
senior rater refers the evaluation, the officer named in the referral
memorandum becomes the final evaluator, unless he/she refers the evaluation
again. See definitions of Reviewer, Senior
Rater, Final Evaluator and Rating Chain in AFI 36-2406, Attachment 1
for additional information.
11.5.2.3.1.1.1. For Lieutenant Colonels and
Colonels (except ANG). The reviewer must be the first general officer (includes
a Brigadier General select confirmed by the senate), or equivalent, in the
rating chain who has been designated as a senior rater by the Management Level.
11.5.2.3.1.1.2. For Lieutenants through
Majors (except ANG). The reviewer must be the first Colonel (or equivalent) in
a wing commander (or equivalent) position who has been designated as a senior
rater, as determined by the Management Level.
11.5.2.3.1.1.3. For ANG Colonels, the first
GO in the rating chain will review the OPR.
11.5.2.3.1.1.4. For ANG officers, Lieutenant
Colonel and below, the reviewer will be the wing or group commander. For a
member assigned to a unit where there is no parent wing or group headquarters
in-state, the state Adjutant General will establish an equivalent command-level
review authority.
11.5.2.3.1.1.5. HQ AFRC may deviate and
assign Senior Rater levels as appropriate for AFR unit assigned Majors and
below.
11.5.2.3.1.2. For enlisted:
11.5.2.3.1.2.1. Master Sergeant through
Senior Master Sergeant. The final evaluator must be, at a minimum, an officer
serving in the grade of O-4, civilian equivalent, (GS-12), or higher, but no
higher in organization than the senior rater. For Active Guard Reserve and
non-Active Guard Reserve, the final evaluator must be at a minimum the
full-time unit commander. If there is no full-time unit commander, the final
endorser will be the senior full-time officer serving in the grade of O-4,
civilian equivalent, (GS-12), or higher, but no higher in organization than the
senior rater. Exception: The CMSAF may endorse EPRs as a senior rater and may
also serve as the final evaluator.
11.5.2.3.1.2.2. An additional rater who meets
the minimum grade requirement may close out the
evaluation. However, an official higher in the rating chain than the additional
rater, may serve as the reviewer/final evaluator, if authorized. In any case,
the reviewer/final evaluator may not be higher in the organizational structure
than the senior rater.
11.5.2.3.2. Civilian
Raters:
11.5.2.3.2.1. For
officers.
11.5.2.3.2.1.1. For Majors and below. A
civilian Senior Rater/Reviewer/Final Evaluator must be serving as a wing
commander or equivalent in a Senior Rater position designated by the Management
Level and at least a GS-15.
11.5.2.3.2.1.2. For Lieutenant Colonels and
Colonels. A civilian Senior Rater must be the first Senior Executive Service or
equivalent in the rating chain in a Senior Rater position designated by the
Management Level.
11.5.2.3.2.2. For
enlisted.
11.5.2.3.2.2.1. For Master Sergeant Senior
Master Sergeant. A civilian final reviewer must be at least a GS-12.
11.5.2.3.2.2.2. For Master Sergeant Senior
Master Sergeant. A civilian Senior Rater must be serving as a wing commander or
equivalent, in a Senior Rater position designated by the Management Level and
at least a GS-15.
11.6. Responsibilities:
11.6.1. Commander. The
commander of a unit must review the record of all personnel, regardless of
grade, assigned to and/or transferred into his or her command to ensure
knowledge of and familiarization with the Airman's history of sexrelated
offenses resulting in conviction by courts-martial, non-judicial punishment, or
other punitive administrative action in order to reduce the likelihood of
repeat offenses will escape the notice of current, subsequent, or higher level
commanders. This responsibility will be conducted by the immediate commander of
the Airman at the lowest unit level. Sex-related offenses include violations of
Article 120 of the Uniform Code of Military Justice (rape, sexual assault,
aggravated sexual contact and abusive sexual contact), Article 125 (forcible
sodomy, which is forced oral or anal sex, and bestiality), Article 120a
(stalking), Article 120b (rape and sexual assault of a child), Article 120c
(other sexual misconduct, which includes indecent viewing/recording/
broadcasting, forcible pandering, and indecent exposure) or attempts to commit
any of those offenses. These responsibilities will not be delegated.
11.6.2. General
Evaluator/Reviewer Responsibilities. All evaluators and reviewers are
responsible for performing an administrative review of all evaluations and if necessary,
return them for correction/completion before sending them to the next level. As
a minimum, this review must ensure:
11.6.2.1. All applicable blocks are completed
(marked, dated, and signed).
11.6.2.2. Evaluations contain accurate
information (particularly in the rate identification and job description
sections).
11.6.2.3. Spelling accuracy and proper bullet
structure.
11.6.2.4. Evaluations do not contain
inappropriate comments or recommendations.
11.6.2.5. The information in the evaluation is
accurate and not inflated.
11.6.2.6. Evaluations are properly referred,
when necessary.
11.6.2.7. Evaluations are accomplished IAW
AFI 36-2406.
11.6.3. Rater:
11.6.3.1. For officer evaluations, there must
be a minimum number of days supervision; see AFI
36-2406, Tables 3.3 and 3.4 for the type of evaluation being prepared. There is
no minimum number of days supervision required for
enlisted evaluations.
11.6.3.2. Ensures the ratee is aware of who
is in his or her rating chain.
11.6.3.3. Must provide an ACA IAW AFI
36-2406. Official documented ACA does not preclude a rater from performing
day-to-day verbal assessments. Additionally, raters are required to perform an
assessment at the time the evaluation is presented to the ratee. This
assessment at the time the evaluation is presented, may be, but is not required
to be officially documented on the ACA worksheet. If geographically separated,
assessments can be performed electronically or telephonically.
11.6.3.4. Must consider the contents of any
Unfavorable Information File and/or Personal Information File, if applicable,
before preparing the performance evaluation.
11.6.3.5. Assess and documents the ratee's
performance, what the ratee did, how well he or she did it, and the ratee's
potential based on that performance, throughout the rating period. The rater
differentiates through an evaluation of performance.
11.6.3.6. Receives meaningful information
from the ratee and as many sources as possible (i.e. Letter of Evaluations from
those who previously supervised the ratee during the reporting period, the
first sergeant, etc.), especially when the rater cannot observe the ratee
personally. The ratee is encouraged to provide the rater with inputs on
specific accomplishments.
11.6.3.7. Considers the significance and
frequency of incidents (including isolated instances of poor or outstanding
performance) when assessing total performance.
11.6.3.8. Differentiates between ratees with
similar performance records; especially when making promotion, stratification,
assignment, Developmental Education and retention recommendations.
11.6.3.9. Although some evaluators may not
know any other ratee serving in a particular grade and Air Force Specialty
Code, they may rate according to their opinions and impressions of the general
level of performance of Air Force personnel in the various grades.
11.6.3.10. Records the ratee's performance
for the rating period on the applicable form.
11.6.3.11. A rater's failure to perform one
or more of the above responsibilities alone will not form the basis for a
successful appeal.
11.6.4. Additional Rater:
11.6.4.1. There is no minimum number of days supervision required. Exception: See AFI 36-2406.
11.6.4.2. Must be aware of the contents of
any Unfavorable Information File and/or Personal Information File, if
applicable, and returns evaluation to the rater for reconsideration, if
appropriate, to ensure an accurate, unbiased, and an uninflated evaluation.
11.6.4.3. Completes Section V of the OPR,
Section VIII of the AF Form 910, Section VII of the AF Form 911 and Section IV
of the AF Form 912 by concurring or non-concurring with the rater and making
comments.
11.6.4.4. Assumes the responsibilities of the
rater when applicable IAW AFI 36-2406. Note: This does not include Permanent Change
of Station, Permanent Change of Assignment, Separation or Retirement of the
rater.
11.6.4.5. See AFI 36-2406 if the additional
rater changes after the close out date of the evaluation.
11.6.5. Reviewer/Senior
Rater/Final Evaluator:
11.6.5.1. There is no minimum number of days supervision required.
11.6.5.2. Must be aware of the contents of
any Unfavorable Information File and/or Personal Information File, if
applicable, and returns evaluation to the rater for reconsideration, if
appropriate, to ensure an accurate, unbiased, and an uninflated evaluation.
11.6.5.3. Obtains additional information, if
necessary, from competent sources such as the ratee's second and third line
supervisor, etc.
11.6.5.4. When appropriate, nonconcurs with
previous evaluators and makes comments.
11.6.5.5. Approves (Senior Rater) unit
mission descriptions for the Promotion Recommendation Form.
11.6.5.6. Directs the additional rater to
assume rater's responsibilities IAW AFI 36-2406.
11.6.5.7. Completes performance evaluations
as required. See applicable chapters and/or references cited in AFI 36-2406.
11.6.6. First Sergeant or
Designated Senior NCO:
11.6.6.1. Will not assume rater/additional
rater responsibilities. Exception: There is absolutely no one else available.
11.6.6.2. Will be aware of the contents of
the Unfavorable Information File and/or Personal Information File if
applicable, on all enlisted evaluations and returns the evaluation to the rater
for reconsideration, if appropriate, to ensure an accurate, unbiased, and an
uninflated evaluation.
11.6.6.3. Will review all enlisted
evaluations before the commander's review and advise the commander of any
quality force indicators.
11.6.6.4. Senior NCOs may only be
designated for organizations for which no 8F000/First Sergeant authorization
exists. Additional duty first sergeants will not complete evaluation reviews
in-lieu of an organization's 8F000/First Sergeant. Exception: Interim first
sergeants, additional duty first sergeants, or designated Senior NCOs may
complete evaluation reviews when the organization's 8F000/First Sergeant is
unavailable due to extended absence (e.g. deployment, lengthy training, or
lengthy convalescent leave).
11.6.7. Ratee:
11.6.7.1. The ratee is equally responsible
for ensuring they know their rating chain and that they received a timely ACA.
11.6.7.2. Ratee Review. Evaluations must be
reviewed by the Ratee prior to becoming a matter of record. This is the time to
review for typos, spelling, and inaccurate data and bring it to the attention
of the Rater. If the data is administratively accurate and it is just a matter
of the Ratee disagreeing with the content, the Rater is not required to change
their assessment. When the Ratee signs the evaluation, he or she is not
concurring with the content, but rather acknowledging receipt of the completed
evaluation and is certifying that the Ratee has reviewed the evaluation for
administrative errors. If the Ratee disagrees with the content, (comments and/or
ratings) the Ratee may file an appeal IAW AFI 36-2406, after the evaluation
becomes a matter of record. NOTE: An ACA form is not required upon completion
of the OPR/EPR. The OPR/EPR serves as official documentation of the feedback
provided to the Ratee.
11.7. Rater/Ratee
Accountability.
Raters ensure Airmen they supervise receive
an ACA to improve performance and contributions to mission accomplishment. To
assist raters in preparing evaluations, all commissioned officers and enlisted
members who are on active duty or in an active status in a Reserve Component,
shall report (in writing) to their rater within 72 hours, any conviction for a
violation of a criminal law of the United States or violations of a criminal
law of any other country whether or not the member is on active duty or in an
active status at the time of the conduct that provides the basis for the
conviction to the member's rater (first-line military supervisor) or summary
courts-martial convening authority. In the case of a member of the individual
ready reserve, standby reserve, or ANG, all commissioned officers and enlisted
members shall report (in writing) to their wing commanders (or equivalent), in
accordance with the requirements below within 30 days. (Note: While the
National Defense Authorization Act provision only extended the mandatory
reporting to E-7s and above, the Secretary of the Air Force has determined that
any member within the United States Air Force must report covered convictions,
therefore, extends the mandate to all grades).
11.7.1. When to Document. In
deciding whether to document adverse information on the performance evaluation,
evaluators must consider the vast majority of Airmen serve their entire career
with honor and distinction; therefore, failure to document misconduct which
reflects departure from the core values of the Air Force is a disservice to all
Airmen competing for promotion. Additionally, evaluators must consider items
listed below when assessing performance and potential, and specifically mention
them in evaluations when appropriate.
11.7.1.1. Impact of the misconduct on the Air
Force mission (Did the mission suffer in any way? Was unit morale affected?).
11.7.1.1.1. All commissioned officers, and
enlisted members above the pay grade of E-6 (E-7 and above), who are on active
duty or in an active status in a Reserve Component, shall report in writing any
conviction of such member for a violation of a criminal law of the United
States whether or not the member is on active duty or in an active status at the
time of the conduct that provides the basis for the conviction to the member's
first-line military supervisor or summary court-martial convening authority, or
in the case of a member of the individual ready reserve, standby reserve, or
ANG to the Air Reserve Personnel Center or Air National Guard Bureau, whichever
is applicable, in accordance with the requirements below.
11.7.1.1.2. For purposes of this policy, the
term conviction includes a plea or finding of guilty, a plea of nolo contendere (no contest), and all other actions
tantamount to a finding of guilty, including adjudication withheld, deferred
prosecution, entry into adult or juvenile pretrial intervention programs, and
any similar disposition of charges.
11.7.1.1.3. For purposes of this policy, a
criminal law of the United States includes any military or other Federal
criminal law; any State, district, commonwealth, or territorial or equivalent
criminal law or ordinance; and any criminal law or ordinance of any county,
parish, municipality, or local subdivision of any such authority, other than
motor vehicle violations that do not involve a court appearance.
11.7.1.1.4. Regular Air Force members shall
submit reports within 15 days of the date the conviction is announced, even if
sentence has not been imposed or the member intends to appeal the conviction.
Air Reserve Component members not on active duty but in an active status shall
submit reports at the first drill period after the date the conviction is
announced, or within 30 days of the date the conviction is announced, whichever
is earlier, even if sentence has not been imposed or the member intends to
appeal the conviction. All members who must submit evidence of their
conviction, must maintain evidence of compliance with this requirement.
11.7.1.1.5. In the event a commander or
military law-enforcement official receives information that a covered member of
the Armed Forces under the jurisdiction of another military department has
become subject to a conviction for which a report is required by this section,
the commander or military law-enforcement official receiving such information
shall forward it to the member's immediate commander. If the member's immediate
commander cannot be readily identified, the commander or military law-enforcement
official receiving the information shall forward it to the office designated by
the member's military department identified as required below.
11.7.1.1.6. Each Service shall institute
procedures to ensure that the members covered by the law comply with its
requirements and the policy set forth in this instruction. These procedures
shall include points of contact for other military departments to comply with
the notification requirements above. Each Service shall also establish points
of contact to which Reserve Component members in the individual ready reserve
or standby reserve who may not know the identity or address of their first line
military supervisor or summary court-martial convening authority may provide
information of a conviction covered under this policy.
11.7.1.2. Impact of the misconduct on the Air
Force as an institution (Did it bring discredit on the Air Force?).
11.7.1.3. Impact of the misconduct on, and
its relationship to the ratee's duties (Did it affect the ratee's ability to fulfill
his or her duties?).
11.7.1.3.1. Impact of the misconduct on the
Air Force mission (Did the mission suffer in any way? Was unit morale
affected?).
11.7.1.3.2. Impact of the misconduct on the
Air Force as an institution (Did it bring discredit on the Air Force?).
11.7.1.3.3. Impact of the misconduct on, and
its relationship to the ratee's duties (Did it affect the member's ability to
fulfill his or her duties?).
11.7.1.3.4. Grade, assignment and experience
of the ratee (Is the ratee in a sensitive job? Did the ratee know better ?).
11.7.1.3.5. Number of separate violations and
frequency of the misconduct (Is this an isolated or repeated incident?).
11.7.1.3.6. Consequences of the misconduct
(Did it result in death, injury, or loss of/damage to military or civilian
property?).
11.7.1.3.7. Other dissimilar acts of
misconduct during the reporting period (Is the ratee establishing a pattern of
misconduct?).
11.7.1.3.8. Existence of unique, unusual or
extenuating circumstances (Was the misconduct willful and unprovoked, or were
there aggravating factors or events?).
11.7.1.4. Grade, assignment, and experience
of the ratee (Is the ratee in a sensitive job? Did the ratee know better ?).
11.7.1.5. Number of separate violations and
frequency of the misconduct (Is this an isolated or repeated incident?).
11.7.1.6. Consequences of the misconduct (Did
it result in death, injury, or loss of/damage to military or civilian
property?).
11.7.1.7. Other dissimilar acts of misconduct
during the reporting period (Is the ratee establishing a pattern of
misconduct?).
11.7.1.8. Existence of unique, unusual, or
extenuating circumstances (Was the misconduct willful and unprovoked, or were
there aggravating factors or events?).
11.7.2. What to Report. Adverse
Actions: For the purpose of this policy, adverse action includes:
11.7.2.1. Reportable Civilian Offenses. A
conviction of a Federal criminal law; any State, district, commonwealth, or
territorial or equivalent criminal law or ordinance; or any criminal law or
ordinance of any county, parish, municipality, city, township, or local
subdivision of any such authority, and convictions of any foreign criminal law;
other than convictions for motor vehicle violations that do not require a court
appearance. Specifically, convictions required to be reported include the
following: 1) any finding of guilt; 2) any plea of guilty; 3) any plea of no
contest or nolo contendere; 4) any plea of guilty in
exchange for a deferred prosecution or diversion program, and/or; 5) any other
similar disposition of civilian criminal charges.
11.7.2.1.1. Any citation or violation of a
motor vehicle offense which ultimately results in a conviction of a lesser
included offense (resulting from the original citation) is not reportable if
the lesser included offense would not have required a court appearance. For
example, a member who is charged with reckless driving (an offense requiring a
court appearance), but is found guilty of speeding (an offense not requiring a
court appearance) has not been convicted of an offense requiring reporting.
Commanders and/or supervisors who have questions regarding whether a particular
conviction triggers the mandated comment should consult with their staff judge
advocate.
11.7.2.1.2. In the event a commander or
military law-enforcement official receives information that a member of the Air
Force, under the jurisdiction of another military department, has become
subject to a conviction for which a report is required by this section, the
commander or military law-enforcement official receiving such information shall
forward it to the member's immediate commander. If the member's immediate
commander cannot be readily identified, the commander or military
law-enforcement official receiving the information shall forward it to the
office designated by the member's military department identified as required
below.
11.7.2.1.3. Procedures shall be instituted to
ensure members covered by the law comply with its requirements and the policy
as stated in this instruction. These procedures shall include points of contact
for other military departments to comply with the notification requirements
above. Points of contact shall also be established with the Reserve Component
members in the individual ready reserve or standby reserve who may not know the
identity or address of their first line military supervisor or summary
court-martial convening authority may provide information of a conviction
covered under this policy.
11.7.2.2. Complaints of sex-related offenses
against a member, regardless of grade, resulting in conviction by courtmartial,
non-judicial punishment, or punitive administrative action require a mandatory
notation on the member's next EPR, OPR, or Training Report, and Promotion
Recommendation Form (if not already documented on an evaluation or
court-martial in the officer's selection record). Sex-related offenses include
violations of Article 120 of the Uniform Code of Military Justice (rape, sexual
assault, aggravated sexual contact and abusive sexual contact), Article 125
(forcible sodomy, which is forced oral or anal sex, and bestiality), Article
120a (stalking), Article 120b (rape and sexual assault of a child), Article
120c (other sexual misconduct, which includes indecent viewing/recording/ broadcasting,
forcible pandering, and indecent exposure) or attempts to commit any of those
offenses. The effective date of the requirement for notation is 26 Dec 13.
11.7.2.3. If a member has been convicted by a
court-martial or if the Senior Rater decides to file any adverse information in
an Airman's Officer Selection Record or Senior Non-Commissioned Officer
Selection Record, comments relating to the ratee's behavior are mandatory on
the ratee's next OPR, EPR or Training Report, and Promotion Recommendation Form
(if not already documented on an evaluation or court-martial in the Officer
Selection Record or Senior Non-Commissioned Officer Selection Record). The
evaluation becomes a referral for the OPR, EPR, and Training Report. Comments
are also required on Airmen who have been convicted of a reportable civilian
offense that: 1) is a sexual offense that is the same as, or closely related
to, Uniform Code of Military Justice, Articles 120, 120a, 120b, 120c, 125, or
attempts to commit any of those offenses; 2) carries a possible sentence of
confinement for more than one year, or death; or 3) resulted in a sentence that
included unsuspended confinement. For guidance on interpreting this paragraph
and sub-paragraphs, supervisors and commanders should consult the servicing
staff judge advocate.
11.7.2.3.1. A rater is not required to
comment on the conviction in a current report if, during a previous rating
period, the rater already commented on the underlying misconduct that
ultimately resulted in the conviction. For example: In a case where a member is
arrested and charged with Driving Under the Influence by off-base officials who
decline to waive jurisdiction, the member's commander issues the member an
Letter of Reprimand based on the evidence, and then comments on the Driving
Under the Influence Letter of Reprimand in the ratee s next evaluation. Then,
the downtown prosecution results in a conviction during a future reporting
period. In such a case, the rater is not required to comment on the Driving Under the Influence conviction because the underlying
misconduct that led to the conviction was already addressed in a previous
evaluation.
11.7.3. Extraordinary
Cases. Raters may request a waiver of the mandatory requirement to document
civilian convictions for good cause. The waiver request will route from the
rater, through any required additional rater and the ratee's commander, to the
ratee's Senior Rater. The Senior Rater may either deny the waiver request or
endorse the request and forward to the Major Command Commander (or in the case
of reports within Air Force District of Washington, United States Air Force
Academy, or any Direct Reporting Unit or Field Operating Agency reporting to an
activity on the Air
Staff, to the Vice Chief of Staff of the Air
Force, or in the case of the ANG, to the Director, Air National Guard). The
Director, Air National Guard may delegate this authority to the respective
state's Adjutant General, or equivalent for
Territories and the District of Columbia, who
will make determinations after consultation with the Director, Air National
Guard, or the Deputy Director, Air National Guard. Both the nature and the
outcome of the offense for each approved waiver will remain on file with the
Director, Air National Guard. No further delegation is authorized.
11.7.3.1. If the Senior Rater denies the
waiver request, the decision regarding the waiver request is final and may not
be appealed or considered further. This does not prevent an individual from
challenging any completed report in any other appropriate forums, e.g.,
Evaluation Reports Appeal Board, Air Force Board for Correction of Military
Records.
11.7.3.1.1. When the Senior Rater endorses
the waiver request and forwards it to the final approval authority (Major
Command Commander, Vice Chief of Staff, or Director, Air National Guard), the
final approval authority can either approve the exception, allowing the
exclusion of any comments in the EPR, OPR, Training Report, and Promotion
Recommendation Form, or deny the request, resulting in the mandatory inclusion
of comments regarding the ratee's criminal behavior.
11.7.3.1.2. The final approval authority is
delegable to the Major Command/CV or, in the case of the Air Force/CV, to the
Air Force/CVA; no further delegation beyond a The Adjutant General, or
equivalent, is authorized for the ANG. The decision of the approval authority
is the final decision for such waiver requests and may not be appealed or
considered further. This does not prevent an individual from challenging any
completed report in any other appropriate forums, e.g., Evaluation Reports
Appeal Board, Air Force Board for Correction of Military Records.
11.7.3.1.3. In order to approve any
waiver requests, the approval authority must issue a written finding that the
mandatory comments for the specific criminal conviction are not in the best
interests of the Air Force and that the inclusion of any such comments would
unduly harm the ratee. Upon final decision, the final approval authority will
forward the waiver documentation to Air Force Personnel Center/DP3SP via email
and Air Force Personnel Center/DP2SSM via email. Written waiver approvals will
be filed in the member s Master Personnel Records Group for the sole purpose of
documenting the final approval.
11.7.4. Comments. In
all cases, when comments are included in performance evaluations, they must be
specific, outlining the event and any corrective action taken. Comments such as
conduct unbecoming or an error in judgment led to an off-duty incident are too
vague. Examples of valid comments are Master Sergeant Smith drove while
intoxicated, for which he received an Article 15 and Capt Jones made improper
sexually suggestive and harassing comments to a squadron member, for which he
received a letter of reprimand.
11.7.5. Organizational
Climate. Organizational climate is defined as the way in which members
in a unit perceive and characterize their unit environment. All Airmen are
responsible for creating an organizational climate in which every member is
treated with dignity and respect, and one that does not tolerate unlawful
discrimination, sexual harassment, or sexual assault in any form. NCOs and
officers are not only responsible for creating this environment but are also
accountable for it. NCOs and officers can build a healthy organizational
climate by: communicating clear direction at all levels of supervision;
adhering to and enforcing standards; not tolerating and, when necessary,
appropriately responding to any form of sexual harassment, sexual assault,
hazing, unlawful discrimination, or any other conduct harmful to the good order
and discipline of the unit; being accountable for their actions; and
cultivating an environment where teamwork, unity and cohesiveness are the
standard practice.
11.7.5.1. All NCO and officer evaluators will
assess their ratee(s) on what the member did to ensure a healthy organizational
climate.
11.7.5.2. Commanders at every level have an
even greater responsibility to create a healthy climate in their command.
Additionally, they are responsible for ensuring adherence to Sexual Assault
Prevention Program directives. Command climate, just like organizational
climate, is the perception of a unit s environment by its members. Commanders
are ultimately responsible for the good order and discipline in their unit and
have unique responsibility and authority to ensure good order and discipline.
Therefore, evaluators must take this special responsibility and authority into
consideration when evaluating a commander's effectiveness in ensuring a healthy
command climate.
11.7.6. Equal Opportunity
and Treatment. The expectation is fair and equal treatment of all and
enforcement of the same behavior in subordinates. Evaluators must consider a
member's commitment to Equal Opportunity and Treatment when evaluating
performance and making a promotion recommendation. The goal is to ensure fair,
accurate, and unbiased evaluations to help ensure the best qualified members
are identified for positions of higher responsibility. Evaluations must reflect
serious or repeated occurrences of discrimination, to include sexual
harassment, as prescribed in AFI 36-2706, Military Equal
Opportunity Program. Section 11C
Performance Feedback
11.8. Purpose.
ACA is formal communication between a rater
and ratee to communicate responsibility, accountability, Air
Force culture, an Airman's critical role in support of the mission, individual
readiness, and performance feedback on expectations regarding duty performance
and how well the ratee is meeting those expectations to include information to
assist the ratee in achieving success. It is intended to increase Airmen
interaction and support at all levels. If done correctly, mentorship will
create and sustain a culture of belonging. The ACA is also intended to provide
Airmen an opportunity to discuss their personal and professional goals. Raters
document the session on the ACA worksheet and use the Performance Feedback in
Section VI to assess or discuss the objectives, standards, behavior, and
performance with the ratee. Providing this information helps an individual
contribute to positive communication, improve performance, and grow
professionally. The following information applies to all military personnel.
11.9. Responsibilities:
11.9.1. The ratee will:
11.9.1.1. Know when ACA sessions are due.
11.9.1.2. If a ratee requests a feedback
session, the rater will provide one within 30 days of receipt of the request,
provided 60 days have passed, since the last feedback session (i.e., Ratee
Requested).
11.9.1.3. Notify the rater and, if necessary,
the rater's rater, when required or requested ACA did not take place.
11.9.1.4. Complete Section III on their own
and review Section IX (AB thru Technical Sergeant) or VIII (Master Sergeant thru Chief Master Sergeant) for joint
communication. Sign the ACA and rater's copy of the ACA notice indicating the
date the supervisor conducted the ACA session.
11.9.2. The rater will:
11.9.2.1. Conduct ACA sessions as required by
this instruction. In addition, ACA sessions will be conducted at the ratee's
request or when deemed necessary (provided 60 days have passed since the last
ACA session [i.e., Rater Directed]).
11.9.2.2. Prepare for, schedule, and conduct
ACA sessions (avoid conflicts with TDY, leave, etc., when possible), regardless
of whether the rater received an ACA notice.
11.9.2.3. Understand Air Force standards and
expectations and consider them when providing ACA to personnel.
11.9.2.4. Provide realistic assessments to
help the ratee improve performance and grow professionally and personally.
Realistic assessments include in-depth discussions with the ratee and written
comments on the ACA worksheet, not just marks on the form.
11.9.2.5. Provide the original completed and
signed ACA worksheet to the ratee.
11.9.2.6. Retain a copy of the signed and
dated ACA notice and worksheet. The Midterm ACA is a required, mandatory
supporting document to be routed with the Performance Evaluation (EPR/OPR),
however, will not be made a matter of the official record. In addition, the
Rater will retain a copy of the initial and midterm ACA as this may be needed
for any future appeals.
11.9.2.7. The ACA is a communication tool and
is not to be used to discover or document behavior which may result in
administrative or judicial action. NOTE: It is important that behavior
representing a significant deviation from expected standards is recorded in
other administrative forms (i.e. Letter of Reprimand, Letter of Counseling,
Letter of Admonishment, Memorandum for Record, etc.).
11.9.2.8. Provide the ratee with the most
current Air Force Benefits Fact Sheet.
11.9.3. The rater s rater will:
11.9.3.1. Monitor personnel to ensure raters
properly conduct ACA sessions.
11.9.3.2. Conduct ACA sessions when:
11.9.3.2.1. A lower-level rater is not
available due to unusual circumstances.
11.9.3.2.2. Officially assuming the
subordinate rater's responsibilities.
11.9.4. The unit commander will:
11.9.4.1. Administer the ACA program.
11.9.4.2. Monitor raters and ratees to ensure
ACA sessions are conducted properly.
11.9.4.3. Consider disciplining and removing
from supervisory positions those raters who fail to conduct documented ACA
sessions.
11.9.5. The Military Personnel Section will:
11.9.5.1. Provide ACA notices to raters and
ratees. ANG does not currently have standardized automated process to create
ACA notices for raters and ratees. ANG Military Personnel Sections may utilize
an alternate form of communication to notify all raters and ratees of ACA
schedules.
11.9.5.2. Not be required to maintain
repository for ACAs for personnel assigned to wing.
11.9.6. Unit will: 11.9.6.1. At the
unit commander s request, develop a tracking mechanism to ensure ACAs are
conducted. It is the responsibility of individual raters to maintain copies of
all completed ACAs and all signed ACA notices (or appropriate statements) on
their assigned ratees (Regular Air Force only).
11.10. Who Requires an ACA.
ACAs are mandatory for officers, second
lieutenant through colonel, and all Regular Air Force and Air Reserve Component
personnel. If an individual requests an ACA session, the rater will provide one
within 30 days of receipt of the request, provided 60 days have passed since
the last ACA session. Do not prepare an ACA when a ratee is a captive, patient,
prisoner, absent without leave, etc. For student officers receiving AF Forms
475, ACA is not required, but may be given at the discretion of the commander
of the school. For student enlisted personnel, in approved initial skills
training or advanced skills training courses an ACA is not required, but may be
given at the discretion of the commander of the school. For those performance
evaluations completed on non-rated initial skills training or advanced skills
training course students, academic progress reports, such as the AETC Form 156
Student Training Report, captured in the Technical Training Management System
or an equivalent document utilized by non-AETC institutions of instruction,
will serve in-lieu of the mandatory mid-term ACA. ACAs are not required for Airmen who have Permanent Change of
Station to prisoner status in a long term military confinement facility owned
by the Air Force Security Forces Center.
11.11. Guidance for Conducting
ACA Sessions.
ACA sessions will be conducted face-to-face.
EXCEPTION: Raters may conduct sessions by telephone only in unusual
circumstances where face-to-face sessions are impractical, such as when the
rater and ratee are geographically separated or the rater and/or ratee is on
extended TDY. When a telephonic session is conducted, the rater forwards the
ACA worksheet to the ratee to complete Section III and review for discussion
Section VII. The finalized form is forwarded to the ratee within 10 calendar
days after the session.
11.12. When to Hold Documented
ACA Sessions. See Table 11.1.
11.13. The ACA Notice:
11.13.1. The rater should receive a
computer-generated ACA notice 30 days after supervision begins (identifying
initial or follow-up ACA sessions as required) and again halfway between the
time supervision began and the projected performance report close-out date
(identifying mid-term ACA session requirement). This notice serves to remind
raters that an ACA session is due; however, failure to receive an ACA notice
does not justify failing to hold a required session.
11.13.2. Since the ratee shares the
responsibility to ensure ACA sessions are conducted, an ACA notice is also sent
to the ratee, through his or her unit, 30 days after sending the notice to the
rater (for officers) or concurrently with the notice sent to the rater (for
enlisted).
Table 11.1. Airman Comprehensive Assessment Requirements
|
R U L E |
A |
B |
|
If the ratee is |
then the ratee requires the following feedback |
|
|
1 |
a Chief Master
Sergeant or a Colonel. |
Initial (See Note 1 & Note 4) |
|
2 |
a Master Sergeant
or Senior Master Sergeant, Major or Lieutenant Colonel. |
Initial (See Note 1 & Note 4) Midterm (See Note 4) |
|
3 |
an Airman basic, Airman or Airman First
Class (who has already received an EPR), a Senior Airman through Technical
Sergeant, a Lieutenant through Captain. (see notes 6 and 7 ) |
Initial (See Note 1) Midterm (See Note 2) End-of-reporting period (See Note 3) |
|
4 |
an Airman Basic, Airman or Airman First
Class (with less than 20 months TAFMS) |
Initial (See Note 1) Midterm (See Note 5) |
|
5 |
an Airman Basic through Colonel |
Requested by Ratee (See Note 8) |
|
6 |
an Airman Basic through Colonel |
When determined necessary by the rater |
|
Notes: 1. The rater must conduct the initial feedback session within the
first 60 days he or she initially begins
supervision. This will be the ratee's only initial feedback
until they have a change of reporting official. For Chief Master Sergeants
and Colonels, this is the only feedback required. 2. The rater must conduct the midterm feedback session midway between
the date supervision begins and the projected close-out date of the next
EPR/OPR. 3. The rater conducts an End-of Reporting Period feedback session
when an evaluation has been accomplished. This session must be conducted
within 60 days of the close-out of the evaluation and serves two distinct
purposes. The first purpose is to review and discuss with the ratee the
previous reporting period and resulting EPR/OPR. The second purpose is to
establish expectations for the new reporting period. Note Officers
Only: If the evaluation is due to a Change of Reporting Official, the new
rater will be required to do an initial feedback in addition to the feedback
performed by the previous rater during the presentation of the evaluation.
This feedback may be accomplished using the AF Form 931/932/724, but is not
required to be documented. 4. Air Reserve Component personnel are not required an ACA if
member is pending action IAW AFI 363209, Separation
Procedures for Air National Guard and Air Force Reserve Members. 5. After the initial feedback session is conducted, conduct a
(midterm) feedback session every 180 days until the rater writes an EPR or a
Change of Reporting Official occurs. 6. If the ratee is due an annual evaluation and the period of
supervision is less than 150 days, the rater conducts the feedback session
approximately 60 days before the projected evaluation close-out date. 7. Officers Only: If the ratee is getting a Change of Reporting
Official evaluation and time permits, the rater will hold a feedback session
within 60 days of the close-out date, but not later than 30 days prior. 8. When a ratee requests a feedback session, the rater must conduct a session within 30 days of the ratee's request if at least 60 days have passed (at the rater's discretion) since the last feedback session. |
||
11.14. Which ACA Form to Use:
11.14.1. For Lieutenant through Colonel, use
AF Form 724.
11.14.2.
For a Master Sergeant thru Chief Master Sergeant, use AF Form 932.
11.14.3. For Technical Sergeant and below,
use AF Form 931.
11.15. Preparing the ACA
Worksheet. The ACA worksheet should, as
thoroughly as possible, outline the issues discussed during the ACA session;
however, it is primarily a guide for conducting the assessment session, not a
transcript. Therefore, omission of an issue from the form does not, by itself,
constitute proof that the issue was not discussed.
11.15.1. The ACA worksheet may be handwritten
or typed by the rater providing the assessment.
11.15.2. Section I, Personal Information, is
self-explanatory. Fill in all required data.
11.15.3. Section II, Types of Assessment. In
the appropriate box, indicate whether the assessment is initial, mid-term,
follow-up, ratee requested, or rater directed.
11.15.4. Section III, Self-Assessment is
completed by the ratee. This area provides information to the rater on where
the ratee assesses themselves, and assists the rater with information when
accomplishing the overall assessment.
11.15.5. Section IV, Airman's Critical Role
in Support of the Mission. This section is used to convey to the ratee their
critical role in achieving mission success.
11.15.5.1. Organizational Climate Assessment.
It is mandatory for raters to include expectations for contributing to a
healthy organizational climate for Airmen up to the grade of Senior Airman.
Raters must also ensure that NCOs and Officers are accountable for creating a
healthy organizational climate. Raters must ensure that every commander knows
he/she is responsible for, and will be held accountable for, ensuring their
unit has a healthy command climate.
11.15.6. Section V, Individual Readiness
Index. Documents the Airmen's readiness status and Air and Space Expeditionary
Force Indicator. Place an E in this block if member is an Enabler. Discuss
importance of meeting deployment requirements.
11.15.7. Section VI, Performance:
Leadership/Primary Duties/Followership/Training, covers those qualities and
skills required of all personnel. The Performance: Leadership/Primary
Duties/Followership/Training has five sub-sections for Technical Sergeant and
below, and eight sub-sections for Master Sergeant thru Chief Master Sergeant,
to select from each performance factor. The rater places a mark in the
appropriate block which indicates the ratee's level of performance.
11.15.7.1. Since the primary purpose of the
initial ACA session is to establish expectations for the upcoming rating
period, a rater is not expected to have already developed a clear-cut opinion
of an individual's performance by the time the session is conducted. Therefore,
raters will mark the Initial block in Section II, Type of Assessment, and will
leave blocks in Section VI, Performance: Leadership/Primary
Duties/Followership/Training blank, while discussing each area, and the performance
expectations for the rate in each area during the feedback session.
11.15.7.2. For all other ACA types, the rater
will indicate how the ratee is meeting the established expectations by marking
one block under each main heading. These markings translate to an aggregate
rating on the performance evaluation, and provide an indication of how the
ratee is meeting the expectations set forth by the rater while providing the
basis for the ACA session discussion.
11.15.8. AF Form 931, Section VII, Followership/Leadership, documents an Airman s ability to lead and develop subordinates and exercise
effective followership in mission accomplishment. The Followership/Leadership
section has four sub-sections to select from for each performance factor. The
rater places a mark in the appropriate block which indicates the ratee's level
of performance.
11.15.9. AF Form 931, Section VIII, and AF
Form 932, Section VII, Whole Airman Concept, consider
the Airman's interpersonal relations that directly influence behavior and
values, level of effort to improve themselves personally and professionally,
and their devotion and enthusiasm. This section has three sub-sections for both
Airman Basic thru Technical Sergeant, and Master
Sergeant thru Chief Master Sergeant to select from for
each performance factor. The rater places a mark in the appropriate block which
indicates the ratee's level of performance.
11.15.10. AF Form 931, Section IX, and AF Form 932, Section VIII, Knowing
Your Airman, provides questions designed to facilitate open communication
between the ratee/rater and may trigger areas and/or specific items which need
to be probed in more depth. These questions are not intended to be all
encompassing. The purpose is to help start the conversation on the particular
item, not make it an interrogation. AF Form 931 items 6 and 7 are designed to
receive feedback from the ratee and to set specific expectations for the
ratee's growth.
1 OCTOBER 2017 AFH1
Section 11D
Civilian Performance Evaluation
11.16. Civilian Performance
Appraisal Program. Defense
Department civilian employees are getting a new, standardized performance
appraisal program as part of the department's New Beginnings initiative. New
Beginnings seeks to improve communication between supervisors and employees,
provide more transparent processes and improve recruiting, developing and
rewarding DoD employees. Once the program is fully
implemented additional information will be provided within the 2019 rewrite for
AFH 1, Airman. Continue to use AFI 36-1001, Managing
the Civilian Performance Program until your conversion into the new
program.
11.17. Conclusion.
This chapter covers the officer and enlisted
evaluation systems and civilian performance program, and provides supervisors
the information needed to employ the officer and enlisted evaluation systems,
and civilian performance program in everyday situations to help develop their
subordinates. The chapter addressed the importance of correctly using the
officer and enlisted evaluation systems, and civilian performance program, by
identifying responsibilities, outlining the performance feedback process, and
provides additional information as outlined in governing AFIs 36-2406, Officer and Enlisted Evaluation Systems and 36-1001, Managing the Civilian Performance
Program respectively.
Chapter 12
TRAINING AND EDUCATION
Section 12A
Overview
12.1. Introduction.
A "job" does not guarantee success,
however, effective On the Job Training; Job Knowledge, Job Proficiency and Job
Experience will ultimately lead to a successful career and with continued
Education and Training, a solid national defense. On-the-job training (OJT) has
been around since the beginning of history and has been used in the United
States by both public and private industries for many years. Today, most
successful companies have effective OJT programs because OJT works.
Well-trained workers mean higher production, positive morale, greater profits,
and higher wages. Air Force training costs millions of dollars annually, for
good reason. To accomplish the mission, whether that means satellites in orbit,
planes in the air, reports to higher headquarters, or vehicles on the road,
training is a must. In addition to OJT, training management covers upgrade
training, skill levels, retraining, and training responsibilities, forms, and
documentation. Finally, each base education office provides Service members
with educational opportunities in which they may voluntarily participate during
off-duty time or other times, as authorized by military policies. The base
education office also provides information on financial assistance and
commissioning programs.
Section 12B
Training Management
12.2. Education and Training
Purpose.
Skilled and trained personnel are critical to
the Air Force in providing a strong national defense capability. The Air Force
OJT program provides training for personnel to attain knowledge and skill
qualifications required to perform duties in their specialty.
12.3. Strategy.
Develop, manage, and execute realistic and
flexible training programs to produce a highly skilled, motivated force capable
of carrying out all tasks and functions in support of the Air Force mission.
These programs should provide the foundation for Air Force readiness.
12.4. Training and Mission
Accomplishment. Training is an integral
part of the unit's mission. An effective training program requires commander
and supervisory involvement at all levels.
12.5. Training and Airman
Career Program.
Supervisors must take an active role in the
trainee's career progression and explain the
relationship between training and career progression. While the supervisor s
primary responsibility is to plan a program that outlines specific short-term,
mission-related goals for the trainee, overall success depends on the
supervisor's ability to advise and assist Airmen in reaching their long-range
career objectives.
12.6. Training Components.
The Air Force OJT program consists of three
components:
12.6.1. Job Knowledge
satisfied through career development courses (CDC) designed to provide career
knowledge, general task, and deployment/unit type code task knowledge
applicable to the Air Force specialty code that is gained through a planned
program of study involving CDCs or technical references listed in the
applicable career field education and training plan (CFETP) across a wide
spectrum of subjects pertaining to a career field. When CDCs are not available,
trainees study the applicable technical references identified by the supervisor
and/or CFETP.
12.6.2. Job Proficiency
hands-on training provided on the job, allowing the trainee to gain proficiency
in tasks performed in the work center.
12.6.3. Job Experience
gained during and after upgrade training to build confidence and competence.
12.7. Upgrade Training.
Upgrade training is the key to the total
training program. It leads to award of the higher skill level and is designed
to increase skills and abilities. Air Force specialty code upgrade training
requirements for award of 3-, 5-, 7-, and 9-skill levels are outlined in
Chapter 4 of AFI 36-2201, Air Force Training Program,
AFI 36-2101, Classifying Military Personnel (Officer and
Enlisted), and the applicable CFETP.
12.7.1. Apprentice.
Airmen must complete
an initial skills course for award of the 3-skill level. Retraining into an Air
Force specialty code may be accomplished via OJT alone only when specified in
the retraining instructions and as approved by the Air Force Career Field
Manager or the Air Reserve Component career field functional manager. Personnel
retraining via OJT may be awarded a 3-skill level when they complete knowledge
training on all tasks taught in the initial skills course and other tasks and
mandatory requirements identified by the Air Force Career Field Manager.
12.7.2. Journeyman.
Airmen must complete mandatory CDCs if
available and applicable mandatory core tasks identified in the CFETP. Award of
the 5-skill level also requires completion of a minimum of 12 months in upgrade
training and mandatory requirements listed in the Air Force Enlisted Classification
Directory. Additionally, the member must be recommended by the supervisor and
approved by the commander. Individuals in retraining status, training status
code (Training Status Code F), are subject to the same training requirements. Exception: The member must complete a minimum of 9 months
in upgrade training.
12.7.3. Craftsman.
To be a craftsman, the member must be at
least a staff sergeant; complete mandatory CDCs, if available; and complete
applicable mandatory core tasks identified in the CFETP. Award of the 7-skill
level also requires completion of: a 7-skill level craftsman course (if Air
Force specialty code requires it); mandatory requirements listed in the Air
Force Enlisted Classification Directory; and a minimum of 12 months in
training. Additionally, the member must be recommended by the supervisor and
approved by the commander. Individuals in retraining status (Training Status
Code G) are subject to the same training requirements. Exception: The
member must complete a minimum of 6 months in upgrade training.
12.7.4. Superintendent.
For award of the 9-skill level, the member
must be at least a senior master sergeant and meet mandatory requirements
listed in the Air Force Enlisted Classification Directory, be recommended by
the supervisor, and be approved by the commander.
12.8. Retraining Program.
The retraining program is designed to balance
the number of personnel in specific grades and year groups of the Air Force
specialty. Once retraining is approved and the Airman has been assigned duty in
the new specialty, upgrade training begins.
With minor exceptions, training requirements
are identical for retrainees and standard upgrade trainees.
12.9. Training Responsibilities:
12.9.1. Unit Training
Manager (UTM). The UTM is the commander's key staff member responsible
for overall management of the training program. UTMs serve as training
consultants to all unit members and determine if quality training programs are
in effect within all sections. UTMs:
12.9.1.1. Develop, manage, and conduct training
in support of in-garrison and expeditionary mission requirements; advise and
assist commanders and unit personnel in executing their training
responsibilities; and conduct a staff assistance visit of the unit's training
program every 18 months.
12.9.1.2. Interview newly assigned personnel
within 30 days (60 days for Air Reserve Component) to determine training status
and CDC enrollment/progression requirements. Initiate Air Force Form 623, Individual Training Record, six-part
folders (when required by the Air Force Career Field Manager), or approved
electronic equivalent, for all trainees entering upgrade training for the first
time and provide to the supervisor. Conduct a comprehensive trainee orientation
according to AFI 36-2201 for trainees initially entering
upgrade training within 60 days of assignment (90 days for Air Reserve
Component). UTMs must also manage the unit CDC program and conduct a training
progress review with the supervisor and trainee at the 24th month of upgrade
training to evaluate status.
12.9.1.3. Ensure all work centers have a
master training plan. Assist work centers in developing a master training plan
to plan, manage, and execute training activities.
12.9.2. Supervisor.
Supervisors have the single greatest impact
on mission accomplishment. They must share their experiences and expertise to
meet mission requirements and provide a quality training program to the
trainee. Supervisors must plan, conduct, and evaluate training. Supervisors
will:
12.9.2.1. Use CFETPs (or approved electronic
equivalent) to manage work center and individual training and develop master
training plans to ensure completion of all work center duty position
requirements (for example, 100 percent task coverage). The supervisor must also
integrate training with day-to-day work center operations and consider trainer
and equipment availability, training opportunities, and schedules.
12.9.2.2. Conduct and document work center
training orientation within 60 days of new assignment (120 days for Air Reserve
Component). Also, conduct and document an initial evaluation of newly assigned
personnel's trainee qualifications within 60 days of initial permanent change
of station or permanent change of assignment (120 days for Air Reserve
Component).
12.9.2.3. Select trainers (and certifiers as
required by the Air Force Career Field Manager) based on skill qualifications
with the assistance of the UTM.
12.9.2.4. Administer the CDC program for
assigned trainees.
12.9.2.5. Maintain Air
Force Form 623, six-part folder, or other approved training record for Airmen
in the grades of airman basic through technical sergeant (or personnel in
combat ready duty positions, if required by the Air Force Career Field Manager)
and senior noncommissioned officers in retraining status, or as directed by the
Air Force Career Field Manager. Before submitting members for upgrade, ensure
the trainee, as a minimum, meets all mandatory requirements as defined in the
Air Force Enlisted Classification Directory, CFETP, and the Air Force job
qualification standard (AFJQS).
12.9.3. Trainer.
The trainer and supervisor may be the same
individual. If necessary, the supervisor may assign someone else to provide the
training. Trainers are selected based on their experience and ability to
provide instruction to the trainees. Additionally, they must maintain task
qualification and complete the Air Force Training Course. Trainer
responsibilities include planning, conducting, and documenting training;
preparing and using teaching outlines or task breakdowns, as necessary;
developing evaluation tools; and briefing the trainee and supervisor on the
training evaluation results.
12.9.4. Task Certifier.
Task certifiers provide third-party
certification and evaluation on tasks identified by the Air Force Career Field
Manager, if applicable. The certifier must conduct additional evaluations and
certify qualification on those designated tasks. Certifiers must be at least a
staff sergeant with a 5-skill level or civilian equivalent, attend the Air
Force Training Course, and be capable of evaluating the task being certified.
Certifiers will develop evaluation tools or use established training evaluation
tools and methods to determine the trainee's ability and training program effectiveness
and will brief the trainee, supervisor, and trainer on the training evaluation
results.
12.9.5. Trainee.
The trainee is the focal point of the Air
Force training program. Trainees must make every effort to become qualified to
perform in their Air Force specialty. The success and quality of trainee
training greatly depends on the relationship between the supervisor, trainer,
and trainee. Trainees must:
12.9.5.1. Actively
participate in all opportunities for upgrade and qualification training.
12.9.5.2. Comprehend the applicable CFETP
requirements and career path.
12.9.5.3. Obtain and maintain knowledge,
qualifications, and appropriate skill level within the assigned specialty.
12.9.5.4. Budget on- and off-duty time to
complete assigned training tasks, particularly CDC and self-study training
requirements, within established time limits.
12.9.5.5. Request assistance from the
supervisor, trainer, and UTM when having difficulty with any part of training.
12.9.5.6. Acknowledge and document task qualification
upon completion of training.
12.10. Training Forms and
Documents.
Training documentation is important to
personnel at all levels because it validates the status of training and task
qualification. Documentation also helps management assess mission capability
and readiness, and it defines requirements for individual career progression.
12.10.1. Air Force Form
623.
The Air Force Form 623 (or electronic
equivalent) is the standard folder used as a training record. The form reflects
past and current qualifications and is used to determine training requirements.
Supervisors maintain the Air Force Form 623 for all assigned personnel
according to AFI 36-2201. The form is available to all
personnel in the chain of command, including the UTM, upon request. Return the
form to the member upon separation, retirement, commissioning, or promotion to
master sergeant, unless otherwise directed by the Air Force Career Field
Manager. Exception: Do not give Air Force Forms 623
containing classified information to the individual.
12.10.2. Career Field
Education and Training Program (CFETP).
The CFETP is a comprehensive core document
identifying life-cycle education and training requirements, training support
resources, core and home station training, and deployment/Unit Type Code task
requirements for a specialty. Supervisors use the CFETP to plan, prioritize,
manage, and execute training within the career field. CFETPs are used to
identify and certify all past and current qualifications. Keep at least one
copy of the entire CFETP (Part I and II), in the work center for general access
and master training plan development. Unless otherwise directed by the Air
Force Career Field Manager, work center supervisors may file only Part II of
the CFETP, with cover page and identification page, in the Air Force Form 623,
or equivalent form. If the CFETP is divided into distinct sections (by
aircraft, duty position, or mission, etc.) then file only the sections
applicable to the individual, such as current/past qualifications, and current
upgrade/duty position training requirements.
12.10.2.1. Part I. Provides
information necessary for overall management of the specialty and is maintained
as part of the work center master training plan.
12.10.2.2. Part II. Contains
the specialty training standard identifying the duties, tasks, and technical
references to support training, AETC-conducted training, core and home station
training tasks, deployment/Unit Type Code tasks, and correspondence course
requirements.
12.10.3. Air Force Job
Qualification Standard (AFJQS).
The AFJQS is a training document approved by
the Air Force Career Field Manager for a particular job type or duty position
within an Air Force specialty.
12.10.4. Air Force IMT
623A, On-the-Job Training Record Continuation Sheet.
Use Air Force IMT 623A, or automated version,
to document an individual's training progress. The form reflects status,
counseling, and breaks in training. The supervisor and/or trainer and the
trainee must sign and date all entries.
12.10.5. Air Force IMT
797, Job Qualification Standard Continuation/Command JQS.
Air Force IMT 797 is a continuation of the
CFETP, Part II, or AFJQS. This form defines locally assigned duty position,
home station training, and deployment/Unit Type Code requirements not included
in the CFETP, Part II.
12.10.6. Air Force IMT
803, Report of Task Evaluations.
Evaluators use Air Force IMT 803 to conduct
and document completion of task evaluations during training staff assistance
visits, when directed by the commander, or when task certification requires
validation. File completed evaluations conducted on a single trainee by the
supervisor/trainer or task certifier in Air Force Form 623 until upgraded or no
longer applicable to the current duty position.
12.10.7. Air Force IMT
1098, Special Task Certification and Recurring Training.
Supervisors use Air Force IMT 1098 to
document selected tasks requiring recurring training or evaluation. Air Force
and major command directives may identify tasks contained in the CFETP that
require special certification, recurring training, or evaluation.
12.10.8. Master Training
Plan.
The master training plan employs a strategy
for ensuring all work center job requirements are completed by using a master
task listing. The master training plan provides milestones for tasks and CDC
completion, and prioritizes deployment/Unit Type Code, home station training,
upgrade, and qualification tasks.
12.11. Career Development
Course Program Management:
12.11.1. Purpose and Scope:
12.11.1.1. CDCs are published to provide the
information necessary to satisfy the career knowledge component of OJT. These
courses are developed from references identified in the CFETP that correlate
with mandatory knowledge items listed in the Air Force Enlisted Classification
Directory. CDCs must contain information on basic principles, techniques, and
procedures common to an Air Force specialty code. They do not contain
information on specific equipment or tasks unless the specific equipment or task
best illustrates a procedure or technique having utility to the entire Air
Force specialty code.
12.11.1.2. Headquarters Air University/A4L
electronically publishes an Air Force specialty code listing of CDC
requirements, identifying all mandatory CDCs for skill-level upgrade. The list
is available on the Headquarters Air University/A4L website at http://www.au.af.mil/au/afiadl/ under the Course and Admin Information tab.
12.11.2. CDC
Administration:
12.11.2.1. If available, supervisors will use
CDCs to satisfy career knowledge requirements for upgrade training.
12.11.2.2. If a CDC becomes available after
entering upgrade training, the individual does not have to take the CDC, unless
specified by the Air Force Career Field Manager.
12.11.2.3. The UTM will ensure trainees are
enrolled in required CDC material within 45 days of in-processing (within 60
days for overseas units).
12.11.2.4. Within 10 duty days of receipt,
the UTM issues CDC material to the supervisor and trainee and briefs them on
proper use of the CDC and documents the trainee's Air Force IMT 623A or
equivalent automated training record.
12.11.2.5. The supervisor determines volume
sequence of study, sets the overall course completion schedule, and develops a
tracking system to monitor progress. Each volume must be completed within 30
days. (Exception: The UTM may grant an extension due to
mission requirements. Air Reserve Component and individual mobilization
augmentees have 60 days.) If necessary, the supervisor determines the reason
for slow progress, counsels the trainee, documents the counseling on Air Force
IMT 623A or automated version, and places the trainee in supervised study.
12.11.2.6. The trainee answers the unit
review exercise questions. The unit review exercise is an open book teaching
device. The trainee transfers answers to the field scoring sheet. The
supervisor scores the unit review exercise, conducts review training on the
areas missed, fills in the bottom of the scoring sheet, places the field
scoring sheet in the Air Force Form 623 or automated training records, counsels
the trainee, and documents Air Force IMT 623A or automated version. The
supervisor will conduct a comprehensive review of the entire CDC with the
trainee in preparation for the course examination and documents the review on
the Air Force IMT 623A or automated version.
12.11.2.7. The supervisor will notify the UTM
to schedule and order the course examination.
12.11.2.8. If the trainee receives a
satisfactory result, the supervisor conducts and documents review training,
then signs and places the course examination scorecard in the Air Force Form
623 or automated training records until the trainee completes upgrade training
or qualification training.
12.11.2.9. If the trainee receives an
unsatisfactory result, the unit commander, with help from the UTM or base
training manager, interviews the supervisor and trainee to determine reason for
failure and corrective action required within 30 days from initial notification
(90 days for Air Reserve Component and individual mobilization augmentees). The
supervisor documents the counseling on Air Force IMT 623A or automated version,
places the trainee in supervised review training, and forwards a copy of the
evaluation to the base training office.
12.11.2.10. If the trainee receives a second
unsatisfactory course examination result, the unit commander, with assistance
from the UTM or base training manager, interviews the supervisor and trainee to
determine reason for failure within 30 days from initial notification (90 days
for Air Reserve Component and individual mobilization augmentees). After
reviewing the facts, the unit commander decides on one of the following
options: (1) Evaluate for possible CDC waiver (do not place trainee into
Training Status Code T); (2) Withdraw the Airman for failing to progress, place
into Training Status Code T, and pursue separation; (3) Withdraw the Airman for
failing to progress, place into Training Status Code T, request Air Force
specialty code withdrawal, and recommend retraining or return to a previously
awarded Air Force specialty code; or (4) Withdraw Airman for failing to
progress, place into Training Status Code T, reevaluate at 90 days, and pursue
either option 1, 2, or 3 as appropriate.
Section 12C
Community College of the Air Force
12.12. Community College of the
Air Force:
12.12.1. The Community College of the Air
Force is the largest community college in the world and is the only community
college in the Department of Defense exclusively for enlisted personnel. The
mission of the Community College of the Air Force is to offer and award
job-related associate in applied science degrees and other academic credentials
that enhance mission readiness, contribute to recruiting, assist in retention
and support the career transitions of Air Force enlisted members. Community
College of the Air Force awards the associate in applied science degree to
enlisted members of the Regular Air Force, Air National Guard, and Air Force
Reserve Command. Community College of the Air Force offers over 70 degree
programs in 5 general areas: (1) Aircraft and Missile Maintenance; (2) Allied
Health; (3) Electronics and Telecommunications; (4) Logistics and Resources;
and (5) Public and Support Services. Enlisted Airmen may only participate in
degree programs specifically designed for their Air Force occupational
specialty. Community College of the Air Force also offers programs and other
academic credentials that support professional development, professional
certification, and recognition opportunities.
12.12.2. The Community College of the Air
Force was activated in 1972 to gain academic recognition for formal technical
training conducted by Air Force schools. From 1980 to 2004, Community College
of the Air Force was independently accredited by the Southern Association of
Colleges and Schools Commission on Colleges. Today, Community College of the
Air Force shares in Air University's regional accreditation through the
Southern Association of Colleges and Schools Commission on Colleges.
12.12.3. The Community College of the Air
Force administrative center is located at Maxwell Air Force Base, Gunter Annex,
Alabama. More than 6,500 instructors assigned to more
than 100 affiliated schools deliver more than 2,000 degreeapplicable courses
for which collegiate credit is earned. Each year more than 1.6 million semester
hours are earned in Community College of the Air Force classrooms. To date,
Community College of the Air Force has awarded more than 480,000 associate of
applied science degrees.
12.12.4. Associate in Applied
Science Degree. Associate degrees earned in professional, technical or
terminal programs are frequently called associate of applied science degrees. The
educational standard for the associate in applied science degree is to be
designed for those students who plan to seek employment based upon the
competencies and skills attained through these programs and to offer the
academic, technical and professional knowledge and skills required for job
acquisition, retention and advancement. While not designed to meet the needs of
students who transfer to a four-year institution, portions of these programs
may do so. Community College of the Air Force offers and awards the associate
in applied science degree designed to provide graduates with knowledge, skills
and theoretical background for enhanced performance as technicians within their
respective Air Force occupational specialty. This is accomplished by combining
collegiate credit earned through completed formal technical training courses
delivered at affiliated military schools and general education courses
completed from accredited civilian colleges. Since enlisted Airmen are
constantly relocating in performance of their duties, Community College of the
Air Force provides a means for them to complete degree requirements regardless
of where they are assigned. One way the Community College of the Air Force
helps enlisted Airmen to progress toward completing degree requirements while
deployed, on temporary duty, or at multiple duty locations is through General
Education Mobile. General Education Mobile identifies civilian colleges that
provide distance learning courses approved by the Community College of the Air
Force in meeting degree program general education requirements. This prevents
Airmen from completing unnecessary courses that would not apply toward degree
graduation requirements, eliminates waste of military tuition assistance funds,
and prevents wasting Airmen's time and efforts.
12.12.5. Enlisted Airmen are automatically
registered in the Community College of the Air Force degree program designed
for their Air Force occupational specialty during the fourth week of Basic
Military Training. Each degree program consists of 64 semester hours and
combines Air Force formal technical training and education with a core of
general education requirements obtained from accredited civilian colleges or
nationally recognized examination programs. To graduate, students must complete
the 64 semester-hour academic requirements, hold at least the Journeyman
5-skill level (or equivalent), and have a minimum of 16 semester hours of
Community College of the Air Force residency credit applied toward the degree
program. Residency is defined as credit earned in a Community College of the
Air Force affiliated school or credit awarded for occupational specialty
progression. Table 12.1 identifies the requirements for the typical Community
College of the Air Force degree and the semester-hour requirements in each
subject area.
12.12.6. Collegiate
Credit. Community College of the Air Force awards collegiate academic
credit for degree-applicable courses delivered at affiliated military schools.
However, not all Air Force training courses are awarded Community College of
the Air Force academic credit. The college accepts credit in transfer from
accredited colleges to be applied toward specific degree program requirements.
General education courses accepted in transfer from civilian colleges must meet
Southern Association of Colleges and Schools Commission on Colleges
accreditation and Community College of the Air Force requirements. Refer to the
Community College of the Air Force General Catalog for policies concerning
acceptance of civilian general education courses in transfer. Community College
of the Air Force also researches and awards technical credit for
degree-applicable federal and civilian professional credentials
(certifications, licensures, and registries). Students may earn Community
College of the Air Force collegiate credit for specific national professional
credentials that are approved by the college to satisfy applicable degree
program technical education and program elective requirements. To determine
which professional credentials can be awarded credit and used in a specific
degree program, refer to the current Community College of the Air Force General
Catalog at http://www.au.af.mil/au/barnes/ccaf/.
Table 12.1. CCAF Degree Program Structure.
|
I T E M |
A |
B |
|
Degree Requirements |
Semester Hours Needed |
|
|
1 |
Technical Education |
24 |
|
2 |
Leadership, Management & Military
Studies |
6 |
|
3 |
Physical Education |
4 |
|
4 |
Program Electives |
15 |
|
|
General Education Requirements |
|
|
5 |
Oral Communication |
3 |
|
6 |
Written Communication |
3 |
|
7 |
Mathematics |
3 |
|
8 |
Social Science |
3 |
|
9 |
Humanities |
3 |
|
|
Total: 64 |
|
12.13. Professional Credentials
and Credentialing Programs:
12.13.1. Professional
Development.
Credentialing is a critical element of
enlisted professional development. During the certification process, enlisted
Airmen gain advanced levels of knowledge and skills beyond their job
qualification training. Blending Air Force technical training and education
with industry-based skill sets and professional certification processes
benefits the Air Force by molding a more diverse and qualified workforce to
maintain critical and valuable national defense assets. The Airman benefits by
being provided the education and credentials needed in highly technical Air
Force career fields. The Airman will also possess highly valued skills needed
by industry when he or she transitions out of the Air Force. The end result is
industry benefits immensely by receiving a highly trained, qualified,
experienced, and disciplined employee, which is a valuable payback of
investments. To support documentary evidence of training, skills, and practical
experience, Airmen are highly encouraged to maintain records of all previous
and current education, training, and qualifications.
12.13.2. Credentialing
Programs.
Community College of the Air Force offers
credentialing programs that assist enlisted Airmen in broadening their
professional development. These programs directly support the mission of
Community College of the Air Force in that credentialing of enlisted Airmen
enhances combat readiness, contributes to recruiting and retention, and
supports career transitions. Additional credentialing information is available
on Community College of the Air Force website athttp://www.au.af.mil/au/barnes/ccaf/certifications.asp.
12.13.2.1. Air Force
Airframe & Powerplant Certification Program. Community College of
the Air Force offers the Air Force Airframe & Powerplant Certification
Program for aircraft maintenance technicians in specific occupational
specialties. The program is designed to bridge gaps between Air Force
education, training, and experience, and Federal Aviation Administration
eligibility requirements per Title 14, Code of Federal Regulations, Part 65, Certification: Airmen Other Than Flight
Crewmembers; Section 65.77, Experience Requirements.
The program benefits the Air Force by broadening the skill sets and
professional development of Air Force technicians, producing a more rounded and
diverse aircraft maintenance professional. Furthermore, the Federal Aviation
Administration and Joint Service Aviation Maintenance Technician Certification
Council entered an agreement approving military appointees to administer all
Federal Aviation Administration certification knowledge tests to eligible
military personnel. Through the agreement, all Federal Aviation Administration
certification knowledge tests are administered free of charge to regular,
guard, and reserve component personnel of the United States Armed Services;
United States military retirees; United States military dependents; Department
of Defense civilians; and Department of Homeland Security civilians.
12.13.2.2. Community
College of the Air Force Instructional Systems Development Certification
Program.
Community College of the Air Force offers the
Instructional System Development certification program for
curriculum
developers, writers, and managers formally assigned to affiliated schools to
develop and manage Community College of the Air Force degree-applicable
courses. This certification is a professional credential that validates the education
and training required to develop and manage Community College of the Air Force
collegiate courses and the practical experience gained in planning, developing,
implementing, and managing instructional systems.
12.13.2.3. Community
College of the Air Force Instructor Certification Program. Community
College of the Air Force offers an instructor certification program for
qualified instructors assigned to affiliated schools to teach Community College
of the Air Force degree-applicable courses. This certification is a
professional credential that validates the instructor's extensive faculty
development training, education, qualification, and practical teaching
experience required to teach a Community College of the Air Force course. The
program consists of three specific levels of achievement and is offered to
qualified officer, enlisted, civilian, and other Service instructors.
12.13.2.4. Professional
Manager Certification Program. Community College of the Air Force
offers the Professional Manager Certification Program to qualified Air Force
noncommissioned officers. This certification is a professional credential that
validates the noncommissioned officer's advanced level of education and
experience in leadership and management, as well as professional accomplishments,
required to effectively manage enlisted Airmen and critical national defense
assets. The program provides a structured professional development track that
supplements enlisted professional military education and the Career Field
Education and Training Plan.
12.13.3. Air Force
Credentialing Opportunities On-Line (Air Force COOL).
Community College of the Air Force manages
the Air Force Credentialing Opportunities On-Line program, which provides an
online research tool designed to increase Airmen's awareness of federal and
national professional credentials (certifications, licensures, and registries)
available to their Air Force occupational specialty. Air Force Credentialing
Opportunities On-Line, accessible at https://afvec.langley.af.mil/afvec/Public/COOL/Default.aspx, also provides information
concerning program funding for specialty-related credentials, civilian
occupational equivalencies, credentialing agencies, and professional
organizations. Air Force Credentialing Opportunities On-Line program does not
provide funding for mandatory credentials required to attain an Air Force
occupational specialty or duty position. Other information contained on the Air
Force Credentialing Opportunities On-Line website can be used to:
12.13.3.1. Gain background information on
civilian credentials, including eligibility requirements and resources to
prepare for the exams.
12.13.3.2. Identify credentials related to an
Air Force occupational specialty.
12.13.3.3. Learn how to fill gaps between Air
Force training and experience and civilian credentialing requirements.
12.13.3.4. Get information on funding opportunities
to pay for credentialing exams and associated fees.
12.13.3.5. Learn about resources available to
help gain employment in a specific civilian occupation.
12.13.4. Joint Service
Aviation Maintenance Technician Certification Council:
12.13.4.1. Community College of the Air Force
is a charter member of the Joint Service Aviation Maintenance Technician
Certification Council and serves as the co-chair to the council. The Aircraft
Maintenance Air Force Career Field Manager (Air Force/A4LF) also serves as co-chair.
12.13.4.2. The Department of Defense and
United States Coast Guard chartered the Joint Service Aviation Maintenance
Technician Certification Council to standardize the Federal Aviation
Administration Airframe & Powerplant certification process for military
personnel and provide direction and resources necessary to ensure military
personnel meet Federal Aviation Administration Airframe & Powerplant
certification eligibility requirements.
12.13.4.3. The Joint Service Aviation
Maintenance Technician Certification Council serves as a functional advisory
body to each respective United States military Service s aviation maintenance
division and headquarters Federal Aviation Administration which represents
military interests in future Federal Aviation Administration decisions or
policy changes affecting the Airframe & Powerplant certification process.
The council also promotes certification opportunities offered by other
nationally recognized credentialing agencies related to military aviation
maintenance occupational specialties.
12.13.4.4. Responsibilities of the Joint
Service Aviation Maintenance Technician Certification Council are to:
12.13.4.4.1. Ensure Federal Aviation
Administration's continued recognition of formal military aviation maintenance
technical training and practical experience.
12.13.4.4.2. Review aircraft maintenance
technicians' training and experience from a Federal Aviation Administration
certification perspective and ensure continued recognition of formal military
aviation maintenance technical training and practical experience.
12.13.4.4.3. Serve as the focal point for
Federal Aviation Administration Airframe & Powerplant certificate
authorization for military members.
12.13.4.4.4. Maintain Department of Defense
and United States Coast Guard continuity and relationship with headquarters
Federal Aviation Administration in matters related to Title 14, Code of Federal
Regulations, Part 65.
12.13.4.4.5. Provide direction and resources
necessary to ensure technicians meet Federal Aviation Administration
eligibility requirements.
12.13.4.4.6. Develop, maintain and publish a
policies and procedures manual to ensure continuity is maintained throughout
the life of the program.
12.13.4.4.7. Promote and, if appropriate,
develop and administer other certification programs deemed of value to military
aviation maintenance occupational specialties.
12.14. Air Force Virtual Education Center.
The Air Force Virtual Education Center,
accessible at https://afvec.langley.af.mil/afvec/Home.aspx, is the Air Force's premier
website for providing information about education benefits and hosts the Air
Force Credentialing Opportunities On-Line. It provides students one-stop
shopping for all higher education and credentialing needs. Airmen may log on to
the Air Force Virtual Education Center to create their own account and gain
access to online customer service tools. These services include requesting
official Community College of the Air Force transcripts, printing unofficial
Community College of the Air Force transcripts, viewing the Community College
of the Air Force degree web progress report, and accessing the civilian course
conversion table. Airmen can also log on and view their personal education
records, which include courses taken, tuition caps, and degree plans. This is
the site for Airmen to apply on line for military tuition assistance for
college courses and Air Force Credentialing Opportunities On-Line funding for
specialty-related and leadership/management credentials.
Section 12D
Education
12.15. Educational Financial
Assistance.
The Voluntary Education Program supports
long-range Air Force goals for maintaining a high-quality force and enhancing
professional and personal development, recruitment, retention, and readiness.
The Air Force offers three programs for enlisted personnel to help defray the
cost of obtaining off-duty education:
12.15.1. Military Tuition
Assistance.
To assist individuals in furthering their
education, the Air Force provides a tuition assistance program (with some
restrictions) to all eligible Air Force members. As of 1 October 2014, the Air
Force pays the cost of tuition only at accredited institutions not to exceed
the hourly and annual caps established by DoDI 1322.25, Voluntary
Education Programs, and AFI 36-2649, Voluntary Education Program. These
funds are not taxed thus lowering the tax deduction in an Airman's paycheck.
Air Force members cannot use tuition assistance to purchase textbooks, ebooks,
career development courses/DVDs, references/instructional materials, electronic
equipment/supplies, certificate/license examinations and all fees regardless of
applicability to course enrollment or institutional reimbursement policy.
Students using military tuition assistance whose tuition exceeds the semester
hour cap may use the top-up benefit in their Montgomery GI Bill or Post 9/11 GI
Bill to cover the remaining portion.
12.15.2. Montgomery GI
Bill.
Eligible individuals who entered the service
for the first time on or after 1 July 1985 are enrolled in the Montgomery GI
Bill. Members who participate have their pay reduced by $100 a month for the
first 12 months. What looks like a contribution of $1,200 is actually a little
more than $900 because no taxes are paid on the $1,200. Participants may also
elect to contribute an additional $600, which adds a maximum of $5,400 to the
total benefit package. Inservice use of the Montgomery GI Bill is permitted
after 2 years of continuous Regular Air Force. Benefits expire 10 years after
separation or retirement. Note: The amount of the
total benefit is adjusted each year in relation to the cost of living index.
12.15.3. Post-9-11 GI Bill.
Eligible individuals who were on Regular Air
Force on or after 11 September 2001 may choose to enroll in this new GI Bill.
This program allows some Airmen to transfer GI Bill benefits to dependents if
they have sufficient retainability. The details and benefits of this GI Bill
are not the same as the Montgomery GI Bill. The decision to move to this
program is irrevocable, so Airmen are requested to get full details from the
Veteran's Administration at www.va.gov.
12.16. College Credit by
Examination.
Military members may earn college credits
through examination. Individuals may earn up to as much as 60 semester hours of
college credit at no financial cost by doing well on the examinations. However,
the amount of semester hours accepted by an academic institution is dependent
on the policies of the accepting institution. The two major types of
examinations available to military personnel are as follows:
12.16.1. Defense Activity
for Nontraditional Education Support (DANTES).
The DANTES subject standardized tests are a
series of tests for obtaining academic credit for college-level knowledge. The
DANTES subject standardized tests are essentially course achievement tests.
Each DANTES subject standardized tests is based on several textbooks commonly
used for a course of the same or similar title. Some of the DANTES subject
standardized tests include law enforcement, business, natural science, social
science and history, and mathematics.
12.16.2. The College-Level
Examination Program (CLEP).
The CLEP measures college-level competency.
The general CLEP tests measure college-level achievement in the five basic
areas required for college freshmen and sophomores: English composition,
humanities, mathematics, natural science, and social science and history.
Additional tests are available in subject areas that include business, English
literature, information systems, sociology, psychology, history, management,
and foreign language.
12.17. Enlisted-to-Air Force
Institute of Technology (AFIT) Program:
12.17.1. The Enlisted-to-AFIT Program is a
unique element of enlisted force development that enhances the future total
force. In conjunction with other professional Education and Training programs,
AFIT science, engineering, and management graduate degrees further develop an
NCO's technical and managerial skills. The program's purpose is to enhance
combat capability through career field core competency augmentation to provide
the Air Force with highly proficient NCOs technically experienced in their
career field and highly educated through AFIT graduate degree programs.
Enlisted-to-AFIT Program degrees range from 18 to 24 months depending upon a
student's undergraduate degree and prerequisite course work and are limited to
master's degree programs offered at the resident campus, Wright-Patterson Air
Force Base Ohio.
12.17.2. To be nominated for this program,
the member must be a Regular Air Force Technical Sergeant (or select) or above
with a minimum of 8 years of total active federal service. The nominee must
have completed a 7- skill level upgrade, a Community College of the Air Force
degree, and a bachelor's degree from a regionally accredited institution.
Additionally, he or she must be serving in an Air Force specialty code approved
for program participation by Headquarters Air Force, Force Development
Directorate, with no adverse quality force actions within the previous 36
months, have a minimum of 24 months' time on station, and must be able to
obtain 3 years of retainability from the projected AFIT graduation date. For
more information on the program, eligibility criteria, and nomination
procedures, go to http://www.afit.edu/EN/ADMISSIONS/Default.cfm?l=enl.
12.18. Air Force Educational
Leave of Absence Program.
An indefinite suspension of the Air Force
Educational Leave of Absence Program covered under AFI 36-2306, Voluntary Education, Para 7.8, Attachment 8 and AFI 36-3003, Military Leave Program, Para 14.13. This suspension applies to
any new or current applications in the coordination process. Members currently
participating in the program will be reviewed for continuation in the program
on a case by case basis. These members should continue in the program until
contacted by Air Force Personnel Center/DPSIM.
12.19. Commissioning Programs.
Enlisted members can obtain a commission
while on Regular Air Force through one of the various commissioning programs. A
few of the most common programs include:
12.19.1. Officer Training
School.
Eligibility for a commission through Officer
Training School requires military members to possess a baccalaureate or higher
degree from an accredited college or university. AFI 36-2013, Officer Training School (OTS) and Enlisted Commissioning Programs
(ECPS), contains specific guidance. Additionally, the base education
services office has information and can provide assistance.
12.19.2. Leaders
Encouraging Airmen Development (LEAD).
The LEAD Program delegates authority to unit
and wing commanders to nominate highly qualified Airmen to become Air Force
officers via United States Air Force Academy attendance. Depending on level of
qualifications, nominations may lead to direct entry to United States Air Force
Academy, entry to the United States Air Force Academy Preparatory School, or
referral to other programs.
12.19.3. Scholarships for
Outstanding Airmen to Reserve Officer Training Corps (SOAR) Program.
SOAR offers Regular Air Force enlisted
personnel the opportunity to earn a commission while completing their
bachelor's degree as an Air Force Reserve Officer Training Corps cadet. Those
selected separate from the Regular Air Force Air Force and join an Air Force
Reserve Officer Training Corps detachment to become full-time college students.
The Air Force provides them with a tuition and fees scholarship of up to
$15,000 per year, an annual textbook allowance, and a monthly nontaxable
stipend. Award of this scholarship is for 2 to 4 years, depending on how many
years remain in the student's bachelor's degree program. Airmen with some or no
college credit may apply for the program. A limited number of SOAR selects are
offered a scholarship with no tuition cap. This program is open to students in
any major. Upon graduation and completion of the program, students are
commissioned as second lieutenant and returned to Regular Air Force (typically
within 60 days of commissioning) for at least 4 years.
12.19.4. Air Force Reserve
Officer Training Corps Airman Scholarship and Commissioning Program.
This program allows military members to
receive an Air Force Reserve Officer Training Corps scholarship to attend a
college or university of their choice, provided the college or university offers
an Air Force Reserve Officer Training Corps program. If selected for this
program, the member is discharged from Regular Air Force and enlisted into the
Air Force Inactive Obligated Reserve. Upon completion of the degree and the Air
Force Reserve Officer Training Corps requirements, the member receives an Air
Force commission.
12.20. Air University
Associate-to-Baccalaureate Cooperative Program (AU-ABC).
12.20.1. Vision.
The vision of Air Force leaders is to provide
distance learning and bachelor s degree opportunities for Airmen. The AU-ABC
aligns with this Air Force vision and meets the Air University near-term goal
of providing enhanced educational opportunities for our enlisted force. The
AU-ABC initiative establishes partnerships between the Air Force and accredited
civilian higher education institutions to offer baccalaureate degree
opportunities via distance learning. AU-ABC links Airmen who have completed
associate degrees to military supportive baccalaureate programs. AU-ABC applies
Community College of the Air Force associate degree credit toward baccalaureate
degrees and requires participants to complete no more than 60 semester hours
after having earned an Associate of Applied Science degree. AU-ABC degree
programs are linked to one or more Air Force-relevant degree programs currently
offered by Community College of the Air Force. To participate, registrants must
be serving in the Regular Air Force, Air Force Reserves, or Air National Guard.
Baccalaureate degree requirements may be completed after a student retires or
separates from the Air Force.
12.20.2. Program Plans.
AU-ABC programs are classified in the three
following categories:
12.20.2.1. Category
I. The program is designed for Airmen who have completed an associate
of applied science degree with the Community College of the Air Force. These
students are unconditionally guaranteed that no more than 60 semester hours of
credit will be required to complete a baccalaureate degree.
12.20.2.2. Category
II. This option is designed primarily for Airmen who are currently
enrolled in and pursuing a
Community College of the Air Force associate
of applied science degree. Students should complete the Community College of
the Air Force requirements in general education and program elective areas with
specifically identified prerequisite course work listed in the partnering
institution's baccalaureate degree plan. Upon completion of their Community
College of the Air Force degree, students are guaranteed that no more than 60
semester hours of credit will be required to complete a baccalaureate degree if
they follow the posted AU-ABC degree plan.
12.20.2.3. Category
III. This option includes baccalaureate degree programs that require
Community College of the Air Force associate of applied science graduates who
have met all other AU-ABC specifications to complete more than 60 semester
hours of credit beyond the associate of applied science. Note: The
degrees in this category must still link to one or more Community College of
the Air Force associate of applied science programs. Go to https://rso.my.af.mil/afvecprod/afvec/SelfService/MyAFVEC.aspx for more
information on AU-ABC.
12.21. Conclusion.
Supervisors at every level must ensure Airmen
successfully accomplish their training requirements within established
timelines. This chapter focuses on that responsibility, highlighting key
training responsibilities, forms, and documentation. Supervisors must ensure
their Airmen understand their educational benefits and options, including
programs identified in this chapter: Community College of the Air Force, Air
Force Virtual Education Center, financial assistance, college
credit by examination, Air Force Educational Leave of Absence, and various
commissioning programs.
Chapter 13
RESOURCE MANAGEMENT
Section 13A
Overview
13.1. Introduction.
With the constant focus on efficiency, the
Air Force must get the greatest return from every investment. People are one of
the most important resources. This chapter provides valuable information to
consider when managing resources and personnel. Also, everyone must safeguard
Air Force property and protect it from fraud, waste, and abuse; and resource
management requires all members be sensitive to environmental issues. This
chapter provides an overview of resource management and identifies many of the
Air Force environmental programs.
Section 13B
Traits of a Healthy Team
13.2. Introduction.
As leaders, we must develop effective teams
to accomplish the mission. While building effective teams, we must cultivate a
healthy team spirit. The spirit in which a team operates influences every stage
of team development and can ultimately determine whether mission goals are met.
A healthy team spirit is the engine that runs high performance teams. Five
critical attributes are present in all healthy teams: trust, ethical behavior,
critical judgment, sharing, and cooperation. While each is essential in
building a healthy team spirit, trust is the core of all healthy team
interaction.
13.3. Trust:
13.3.1. Trust is essential in forming any
good relationship; teamwork requires good relationships with a high degree of
trust. Team members must share mutual confidence in the integrity and ability
of teammates. They also need to feel comfortable enough to take risks, think
outside the box, and share their thoughts and ideas without fear of being shut
down or discounted. Freedom to communicate openly, honestly, and directly
within the group is the hallmark of a trust-based team. Individuals must
understand the importance of utilizing effective communication skills to
develop the level of trust needed for the teams to grow. These communication skills
include positive listening habits such as maintaining good eye contact,
recalling essential information, allowing individuals to speak freely with
minimal to no interruptions, as well as responding in the appropriate manner.
In her book "Teams at Work," author,
organizational consultant, and Institute for Planning and Development founder
Dr. Suzanne Zoglio wrote Nothing reduces trust in a
group faster than members saying one thing within the group and something else
outside the group. When members are assertive enough to say what they need to
say directly to the appropriate people and to refrain from talking behind each
other's backs, trust is enhanced.
13.3.2. Team members may respond to other
team members they do not trust by alienating them, ignoring their inputs, and
withholding vital information. Trust is important in creating a healthy team
because information needs to be shared and accepted in good faith. Feedback
must also be exchanged between members in an open and sincere manner without
fear of harsh criticism. Without trust, a team's efforts can be sabotaged and
progress brought to a grinding halt. Leaders can promote a trusting atmosphere
by being trustworthy and by trusting their workers. Additionally, by valuing
individual differences and encouraging open and honest communication, leaders
empower their teams to solve problems innovatively through a shared sense of
collaboration that is free of self-preservation and one's own personal
interest.
13.3.3. While there are many strategies that
can be utilized for building trust within a team, leaders should focus their
efforts on leading by example and developing a trusting relationship within the
team; communicate openly and honestly; know team members and establish a good
rapport with team members; discourage cliques or divisions within the team; and
finally, discuss trust issues with the team. Remember, trust is earned and can
be lost.
13.4. Ethical Behavior.
We lose trust in people because of behaviors
that reduce our respect for them. Such behaviors are usually unethical and kill
the spirit of the team. Ethical behaviors, on the other hand, conform to
accepted principles of right and wrong that govern our profession. Team members
who exhibit honesty, integrity, and concern for doing what is right behave
ethically. In his book "Essentials of Management," author
and Professor of Management, College of Business at Rochester Institute of
Technology, Andrew J. DuBrin said To a strong team
player, getting the group task accomplished is more important than receiving
individual recognition. He also outlined the underlying reasons as to why
unethical behavior arises in the team. The primary cause can be closely
contributed to one's values .
13.4.1. Ethics and values operate as a
synchronous unit and is often driven by individual personal interests within
the team. Teams will often experience turmoil when self-interest or greed
enters the team; unconscious biases may lead to stereotypes and affect the
judgement of the team; and the likelihood that a team may rationalize or make
unethical decisions to complete the task or reach their goal. When teams
operate with high standards and moral values, they increase trust and therefore
work cohesively.
13.5. Sharing Information:
13.5.1. If teams are to succeed, they must
openly share information inside and outside the group. This sharing of
information involves both active listening and talking. According to Professor
DuBrin, Information sharing help other team members do their job well and also
communicates concern for their welfare. Leaders' best demonstrate concern for
the welfare of other team members when they actively listen. The active
listener strives to grasp both the facts and feelings behind what is being
said, Professor DuBrin added. Active listening and information sharing
encourage positive, open, and sincere communication among team members.
13.5.2. Teams must communicate. Team members
need to safely assert themselves and share their ideas. Teams that don t allow
honest, open sharing quickly lose their effectiveness. As a result, some team
members may purposely withhold vital information or disengage from the team.
This may cause confusion, frustration, and the inability to complete tasks
within teams. While sharing information between team members is essential in
producing effective, well-thought-out plans. Also essential is for the leader
to share information with team members. When leaders hold on to information,
they can create an inaccurate, incomplete, or totally wrong picture of the
expected outcome to team members. Information sharing yields better results.
Leaders can increase team success by giving members complete access to all
necessary data, discouraging the discounting of ideas and feelings, and
encouraging the practice of active listening and valuing individual differences.
13.6. Critical Judgment.
When we share information, someone is bound
to criticize our ideas. For a team to be effective, constructive criticism
should be accepted and encouraged. Professor DuBrin said, A
high performance team demands sincere and tactful criticism among members. The
willingness to accept constructive criticism increases self-awareness and
improves team effectiveness. Critical judgment enables teams to accept
intra-group feedback (criticism) and outside evaluations, necessary to examine
processes and practices. By using critical feedback, teams can redirect their
focus and energy, and correct problems quickly rather than letting them
intensify.
13.6.1. Giving constructive criticism occurs
when teams focus on the problem or behavior and not necessarily personal
opinions; when the negative feedback is given at the appropriate time and is
not introduced during a later stage of team development; and lastly when the
individual is given an opportunity to observe and self-correct the problem.
Critical judgment is essential to ensure teams consistently focus in the right
direction.
13.7. Cooperation:
13.7.1. Cooperation is critical if teams are
to combine diverse backgrounds, skills, and approaches to meet the challenges,
customer requirements, and mission changes. Cooperation yields synergistic
results and reduces the time it takes to reach a desired outcome. Dr. Zoglio said, At work there are so few
solo opportunities; most challenges require the cooperation of many people.
Team members must rely on each other to follow through on assignments, produce
quality results, share creative ideas, and contribute to a pleasant work
environment. Leaders who encourage cooperation show team members that others
have very important contributions to the goals of the unit. Team members may
also come to understand how dependent they are on one another in reaching
mission objectives.
13.7.2. Dr. Zoglio further states that
successful teams manage differences through win/win negotiating and reach
decisions by consensus, rather than voting. Successful teams have few turf
wars, little competitiveness, and an ability to forgive and forget. Cooperation
breeds shared ownership for performance results, and achieving objectives
increases team pride and a healthy team spirit. Conversely, competition hinders
the cooperative process, as some team members attempt to outshine others to
gain extra attention. Such all-starring leads to in-fighting, making the team
less productive. All-starring may also be evidence of a power struggle. To
reduce power-play behavior, leaders should reemphasize each team member's
specific roles and responsibilities, which eliminates potential barriers to
cooperation.
13.8. Healthy Team Spirit
Summary.
Cultivating a healthy team spirit requires
trust, ethical behavior, critical judgment, sharing, and cooperation. Trust is
at the heart of any healthy team interaction. Team members must feel
comfortable with, and confident in, one another to be able to fully participate
and share their ideas and feelings. Positive group member behaviors establish
the climate of trust needed to develop a healthy team spirit. Ethical behavior
requires members do what is legally, morally, and professionally right for one
another and the organization. Such behavior is essential to the communication a
team needs to accomplish its goals. Leaders must establish a healthy team
spirit to drive performance and develop effective teams to accomplish the mission.
Section 13C
Managing Resources Other Than Personnel
13.9. Resource Management
System:
13.9.1. Resource
Management System Defined.
Resource management system does not refer to
a single system. Instead, the Air Force resource management system involves
various systems focusing on outputs and resources used, managers effectively
using resources, measuring actual performance compared to planned performance,
and using financial plans and accounting to enhance management controls at each
organizational level. The resource management system provides a way to
establish priorities, choose policies, and act to get the desired results and
required resources at an acceptable cost. Resource management system elements
include the execution plan, management and accounting systems, participatory
and committee management, resource management teams, and resource management
training.
13.9.2. Resource
Management System Duties.
Air Force managers oversee activities that
cost money; however, in terms of resources, resource management system duties
refer to the stewardship of money, manpower, and equipment. Being an effective
steward involves more than legal accountability. Headquarters, United States
Air Force and major commands make decisions about using resources. Although
base-level resource managers do not control initial allocation of all their
resources, they must effectively manage these resources.
13.9.2.1. Commanders. Financial
management is inherent to command. Commanders review, validate, and balance the
execution plan to ensure successful financial management. They must actively
review financial programs for each work center (responsibility center) that
reports to them and improve resource management by inquiring about program
conditions, reviewing causes, weighing alternatives, and directing action. They
must also ensure resource management system success by allocating sufficient
resources to resource management system training and resource management team
efforts.
13.9.2.2. Comptrollers. Comptrollers
support the organization's mission and the Air Force by providing sound
financial management and advice to the commander and staff. They promote
responsible and proper financial management to ensure economical and efficient
use of resources consistent with statutory and regulatory requirements. They
apply policies and procedures that enable the organization to carry out
accounting, budget, and cost functions.
13.9.2.3. Responsibility
Center Managers. Responsibility center managers plan, direct, and
coordinate subordinate organizations' activities. They analyze subordinate
organizational plans, identify imbalances in resource distribution, analyze
alternative actions, and balance programs.
13.9.2.4. Cost Center
Managers. The cost center is the basic production flight or work
center. The cost center manager regulates the consumption of work hours,
supplies, equipment, and services to do the tasks within their cost center.
Cost center managers shift resources to or from various production tasks within
the cost center to ensure the proper mix or to provide the emphasis required.
13.9.2.5. Resource
Advisors. Resource advisors monitor and help prepare resource
estimates. They help develop obligations and expense fund targets, monitor the
use of resources in daily operations compared to projected consumption levels,
and serve as the primary point of contacts on resource management matters
pertaining to their responsibility center. Resource advisors are appointed in
writing by the responsibility center manager.
13.9.3. The Financial
Management Board.
Established by the senior or host commander
at each base, the financial management board determines program priorities and
ensures effective allocation of resources. The financial management board
reviews and approves or disapproves recommendations made by the financial
working group to ensure balanced, valid financial programs and to consider all
known or anticipated requirements.
13.9.4. The Financial
Working Group.
Composed of both line and staff resource
advisors and responsibility center managers, the financial working group
manages commodities and resources integral to the operating activities of the
base or unit. The financial working group develops requirements and revisions
for the base or unit execution plan, reviews all appropriated fund execution
plans, and makes recommendations to the financial management board for final
approval. Additionally, the financial working group presents recommendations to
the financial management board for unfunded requirement prioritization and fund
target adjustments between responsibility centers, and base-level budgetary
guidance. The financial working group provides technical guidance to base
activities on using their primary responsibility resources.
13.10. Effective Use of Government Property:
13.10.1. Supply Discipline.
Air Force members must have a supply
discipline to conserve, protect, and maintain available government supplies,
equipment, and real property for operational requirements. The Air Force's mission
makes it imperative that all military and civilian personnel operate and
maintain government systems, equipment, supplies, and real property in the best
possible condition, in constant readiness, and in the absolute minimum quantity
necessary to accomplish assigned tasks. Commanders and supervisors at all
levels are responsible for prudent management, control, storage, and
cost-effective use of government property under their control.
13.10.2. Roles.
Commanders, subordinates, supervisors, and
individuals must:
13.10.2.1. Accurately maintain property
records to reflect a current inventory and condition of property.
13.10.2.2. Ensure personnel carefully and
economically use and safeguard property.
13.10.2.3. Provide adequate security,
protection, and storage for property.
13.10.2.4. Make recommendations for
preventing fraud, waste, and abuse.
13.10.3. Custodial
Management of Public Property.
A property custodian is any person designated
by the organization commander or chief of staff agency responsible for
government property in his or her possession. A custodian must plan and
forecast requirements to meet mission goals, prepare and forward materiel
requests to the proper agency, sign custody receipts or listings for property
charged to his or her organization, report losses or irregularities relating to
property to his or her immediate commanders or accountable officers, and take
action to reconcile and correct property records. A custodian may be held
liable for the loss, destruction, or damage of any property or resources under
his or her control.
13.11. Financial Management:
13.11.1. Use of Resources.
Air Force commanders and supervisors are
responsible for the efficient and economical use of all resources in their
organizations. Commanders and supervisors directly influence the budgeting,
allocation, composition, and distribution of these resources. It should be
noted that every Air Force member is directly involved in and responsible for
managing resources.
13.11.2. Cost-free
Resources.
In the following types of instances, everyone
has a principal responsibility to ensure resources are used in the most
cost-effective manner. Keep in mind, all Air Force resources, at one time or
another, had some kind of cost charged to get into the Department of Defense
inventory. Some resources may appear to be cost-free assets because Airmen:
13.11.2.1. May not either control the
determination or allocation of these resources (real property, weapon systems,
and manpower).
13.11.2.2. May not have the authority to
change the mix of the total resources allocated.
13.11.3. The Operating
Budget.
The operating budget covers costs associated
with the operation of all Air Force organizations. The approval by higher
headquarters gives obligation authority to accomplish the mission. The budget
program operates on a fiscal year basis (fiscal year represents the period
beginning the first day of October and ending the last day of the following
September [1 October through 30 September].)
13.12. Fraud, Waste, and Abuse:
13.12.1. Fraud, Waste, and
Abuse Defined.
The Air Force loses millions of dollars in
money and resources every year due to individuals abusing the system, wasting
precious resources, and committing acts of fraud. Fraud, waste and abuse is:
13.12.1.1. Fraud. Any
intentional deception designed to unlawfully deprive the Air Force of something
of value or to secure from the Air Force for an individual a benefit,
privilege, allowance, or consideration to which he or she is not entitled. Such
practices include, but are not limited to:
13.12.1.1.1. Offering, paying, accepting
bribes or gratuities, or evading or corrupting inspectors or other officials.
13.12.1.1.2. Making false statements,
submitting false claims, or using false weights or measures.
13.12.1.1.3. Using deceit, either by
suppressing the truth or misrepresenting material facts, or deprive the Air
Force of something of value.
13.12.1.1.4. Adulterating or substituting
materials and falsifying records and books of accounts.
13.12.1.1.5. Conspiring to carry out any of the
actions in paragraphs 13.12.1.1.1 through 13.12.1.1.4.
13.12.1.1.6. Engaging in conflict of interest
cases, criminal irregularities, and the unauthorized disclosure of official
information relating to procurement and disposal matters. Note: For
purposes of this handbook, the definition can include any theft or diversion of
resources for personal or commercial gain.
13.12.1.2. Waste. The
extravagant, careless, or needless expenditure of Air Force funds or the
consumption of Air Force property that results from deficient practices,
systems controls, or decisions is waste. Waste also includes improper practices
not involving prosecutable fraud. Note: Consider
wartime and emergency operations when explaining possible waste. For example, legitimate
stockpiles and reserves for wartime needs, which may appear redundant and
costly, are not considered waste.
13.12.1.3. Abuse. The
intentionally wrongful or improper use of Air Force resources is abuse.
Examples include misuse of rank, position, or authority that causes the loss or
misuse of resources such as tools, vehicles, computers, or copy machines.
13.12.2. Preventing Fraud,
Waste and Abuse.
Preventing fraud, waste and abuse is of
primary concern. Detection and prosecution serve to deter fraudulent, wasteful,
or abusive practices; however, the key element of the program is to prevent the
loss of resources. The Secretary of the Air Force, Inspector General, provides
policy guidance, develops procedures, and establishes and evaluates the Air Force
complaints and fraud, waste and abuse programs. In turn, inspector generals at
every level are responsible for establishing and directing the Air Force
complaints and fraud, waste and abuse programs. Air Force personnel have a duty
to promptly report fraud, waste and abuse to an appropriate supervisor or
commander, to an Inspector General or other appropriate inspector, or through
an established grievance channel. Fraud, waste and abuse complaints may be
reported to the Air Force Audit Agency, the Air Force Office of Special
Investigations, security forces, or other proper authorities. Further, all
military and civilian members must promptly advise the Air Force Office of
Special Investigations of suspected criminal misconduct or fraud. The Air Force
Office of Special Investigations investigates criminal allegations.
13.12.3. Fraud, Waste and
Abuse Complaints:
13.12.3.1. Resolution. As
with personal complaints, Air Force members should try resolving fraud, waste
and abuse issues at the lowest possible level using command channels before
addressing them to a higher level or the Inspector General. Individuals may
submit:
13.12.3.1.1. Fraud, waste and abuse
disclosures by memorandum, in person, or by fraud, waste and abuse hotlines.
13.12.3.1.2. Complaints anonymously.
Note: Making a disclosure or complaint requires factual,
unbiased, and specific information. Individuals must understand they are
submitting official statements within Air Force channels. Therefore, they
remain subject to punitive action (or adverse administrative action) for
knowingly making false statements and for submitting other unlawful
communications. Information in a disclosure or complaint to an Inspector
General is protected.
13.12.3.2. Complainant
Privacy. The complainant's privacy is safeguarded to the maximum
extent practicable to encourage voluntary cooperation and promote a climate of
openness in identifying issues requiring leadership intervention. The Inspector
General has the responsibility to safeguard the personal identity and complaints
of individuals seeking assistance or participating in an Inspector General
process such as an investigation. While this does not mean the communications
made to an Inspector General are privileged or confidential, it does mean that
disclosure of those communications (and the identity of the communicant) is
strictly limited to an official need-toknow basis.
13.12.3.3. Disclosure. This
information is not disclosed unless required by law or regulation, when
necessary to take adverse action against a subject, with the approval of the
Secretary of the Air Force, Inspector General.
13.12.3.4. Summary of the
Results. Individuals making a complaint may request a summary of the
results from the office to which the complaint was made. However, witnesses (including
complainants and subjects) do not have unrestricted access to reports,
complainants, and subjects, or any other case file information by virtue of
their status as a witness. They have access to Inspector General records as provided for by the Freedom of Information Act
and Privacy Act.
13.12.3.5. Whistleblower
Rights. Whistleblower witnesses have additional rights. The nature of
the allegation and findings will determine what information is releasable. All
information released is according to Freedom of Information Act and Privacy
Act. Third-party complainants are not entitled to a response regarding alleged
wrongs not directly affecting them unless authorized to receive via a Freedom
of Information Act or a Privacy Act release.
13.12.3.6. Inspector General
Channels. If the Inspector General receives a complaint or disclosure
more appropriate for another channel may be referred to that channel by the
receiving Inspector General. When Inspectors General refer complaints to
command or other more appropriate resolution channels, Inspectors General
notify complainants of the referral, except for anonymous complainants.
13.13. Air Force Environmental
Commitment.
Leadership at all levels and
across all mission operations and support organizations must use the Air Force
Environmental Management System s approach to comply with environmental laws,
regulations and policy, reduce risks to the mission, and continuously improve
environmental management performance. Operationalizing environmental management
means ensuring that environmental quality is a consideration by Airmen in all
activities the Air Force undertakes.
General Carrol H. Chandler Terry A. Yonkers
Vice
Chief of Staff Assistant Secretary,
Installations, Environment and Logistics
13.13.1. Air Force Policy.
The United States Air Force is a leader and
devoted guardian of the environment. As trustee to over 8 million acres of
natural habitat, the Air Force takes considerable measures to defend and
enhance America's rich natural resources and cultural heritage. Over the last
20 years, the Air Force has followed a compliance-based approach to
environmental management resulting in an unparalleled record of responsiveness
to regulation, community interests, and ecological needs. Yet, to meet current
and future mission requirements, the Air Force environmental program must
ensure environmental resources, such as air, land, and water, are available to
meet operational needs. This approach allows the Air Force to sustain, restore, and modernize their environmental
resources, or "natural infrastructure," in full compliance and
support of military readiness challenges.
13.13.2. Department of
Defense and Air Force Programs. Per Executive Order 13693, Planning for Federal Sustainability in the Next Decade, the
Department of Defense and Air Force established and maintained an environmental
management system. In accordance with Executive Order 13693, the Air Force will
continue to implement and maintain environmental management system to achieve
the performance necessary to sustain compliance, reduce risk, and continuously
improve to achieve sustainability goals. AFI 32-7001, Environmental
Management, implements the environmental management system framework and
provides guidance and procedures applicable to all Air Force installations
within the United States to include the territories, and in foreign countries.
See Figure 13.1 for the environmental management system vision,
programs, and guidance. The environmental management system sustains
and enhances mission capability by:
13.13.2.1. Maintaining compliance with all
applicable environmental laws, regulations, and policy requirements. Typically
installations will meet environmental Code of Federal Regulations promulgated
by the Environmental Protection Agency and implemented by the States.
13.13.2.2. Reducing compliance burden by
implementing pollution prevention solutions that reduce the quantity and impact
of pollutants.
13.13.2.3. Sustaining natural, cultural,
built, and human resources.
13.13.2.4. Incorporating environmental
management system and environmental, safety, and occupational health
considerations into installation Air Force Smart Operations 21 lean events to
improve mission capacity and prevent waste.
13.13.2.5. Providing community outreach to
increase awareness of environmental issues.
13.13.2.6. Incorporating environmental
management system elements into specific operations of appropriate
organizational levels and installations.
13.13.2.7. Meeting or exceeding current
Office of Management and Budget, Department of Defense, and Air Force
performance measures.

13.13.3. Air Force
Planning.
The Air Force environmental management system
will integrate environmental impact analysis, operational risk management, and
prevention of pollution methodologies in order to institute sustainable
practices across the Air Force mission and reduce both environmental risk and
the Air Force's environmental footprint, and accommodate new mission as
required. Key actions for installation/major command organizations include:
13.13.3.1. Documenting aspects and impacts
for the installation's activities, products, and services. Aspects are elements
of the activities, products, and services that can interact with the
environment and produce either a negative or positive environmental impact.
13.13.3.2. For aspects classified as
significant, ensure actions to formally manage as part of the environmental
management system, including setting objectives and targets and establishing
action plans. This helps identify the investment to resource.
13.13.3.3. The environmental programming and
budgeting process provides the necessary resources to achieve the goals and
objectives of the Air Force strategic plan, the organizational-level,
multi-site or installation environmental management system, or other major
program objectives. Environmental requirements are entered into Air
Forceapproved programming tools/software following Civil Engineering operations
and maintenance programming guides and supplemental budgeting policy and
guidance.
13.13.4. Air Force
Operational Controls/Performance Monitoring.
Installations shall ensure adequate
operational controls are in place to control, mitigate, or prevent negative
environmental impacts. Operational controls may be physical (e.g., barrier,
secondary containment), engineering (e.g., alarm system), or administrative
(e.g., standard operating procedure, management plan, checklist).
13.13.4.1. Develop and implement procedures
to prevent non-compliance, adverse environmental impacts, and/or to achieve
stated objectives and targets or performance measures.
13.13.4.2. Implement environmental monitoring
and performance measures to ensure an environmental selfassessment process to
maintain compliance and improve business processes.
13.13.4.3. Ensure self-assessment of all
environmental aspects of recurring business processes and readiness for
inspections under the commanders' self-inspection and Air Force Inspector
General's Unit Effectiveness Inspection Programs, in accordance with AFI
90-201, The Air Force Inspection
System.
Section 13D
Planning, Programming, Budgeting, and Execution
13.14. Planning, Programming,
Budgeting, and Execution Philosophy.
The ultimate objective of the planning,
programming, budgeting, and execution process is to provide the best mix of
forces, equipment, manpower, and support attainable within fiscal constraints
according to Department of Defense Directive 7045.14, The
Planning, Programming, Budgeting and Execution (PPBE) Process. The goal of
the planning, programming, budgeting, and execution process is to achieve the
defense objectives established by the President and the Secretary of Defense in
the strategic planning and joint planning guidance. The Air Force uses a unique
process for implementing the planning, programming, budgeting, and execution the Air Force corporate structure. This
structure increases management effectiveness by applying judgment and
experience to programs, resource limitations, and other program adjustments.
This enables senior leadership to assess alternative ways to achieve the
planning, programming, budgeting, and execution objective. The Air Force
develops their program to achieve defense objectives established by the
President and the Secretary of Defense as well as internal Air Force strategic
planning objectives. The formulation of the Air Force budget is a complicated
and time-consuming endeavor. Planning, programming, budgeting, and execution is
a shared process within the Air Force with significant responsibility delegated
to the Director of Programs, Deputy Chief of Staff for Plans and Programs
(AF/A8P), and the Deputy Assistant Secretary for Budget, Office of the
Assistant Secretary of the Air Force for Financial Management and Comptroller
(SAF/FMB).
13.15. Planning, Programming,
Budgeting, and Execution Process.
The planning, programming, budgeting, and
execution process is the Department of Defense s resource allocation system.
This process has a framework that decides on future capabilities and provides
an opportunity to reexamine prior decisions in light of evolving threats,
economic conditions, and security concerns. Finally, planning, programming, budgeting,
and execution is an iterative process consisting of four interrelated and
overlapping phases: planning, programming, budgeting, and execution. 13.15.1. Planning.
The Air Force translates top-down guidance
into meaningful plans and requirements for which a program for the future
year's defense program can be developed. Planning defines and examines
alternative strategies and analyzes external conditions and trends. Planning
provides the means to anticipate changes and understand the long-term implications
of near-term choices and decisions. Streamlined planning and assessment
documents help prioritize objectives, assess strategies, and provide the link
between planning and programming. Within the concept of planning, programming,
budgeting, and execution, planning also provides a program objective against
which the Air Force can measure program execution success.
13.15.2. Programming.
Through the programming processes, the Air
Force and other military department's link planned requirements with the resources
needed to provide them. Inevitably, this will involve tradeoffs beyond those
agreed to in the planning process. By programming, the Air Force matches
available resources (fiscal, manpower, and materiel) against validated
requirements to achieve the strategic plan and submit program proposals.
Planning policies and guidance are addressed and initial program costs are
established. The key objective of programming is to develop a balanced,
capabilities-based Air Force program in the form of the Air Force program
objective memorandum. In addition, through the programming processes, the Air
Force defends the program objective memorandum during program review and budget
review and adjusts the program as a result of the Office of the Secretary of
Defense reviews and changing national and international situations.
13.15.3. Budgeting.
The budgeting phase of planning, programming,
budgeting, and execution occurs concurrently with the programming phase. Each
Department of Defense component submits a proposed budget estimate
simultaneously with a program objective memorandum. The budgeting phase
(formulation and justification) provides a platform for a detailed review of a
program's pricing, phasing, and overall capability to be executed on time and
within budget. The budgeting process principally addresses the years to be
justified in the President's budget. Three things happen in the preparation of
the budget estimate submission. First, Air Force budget analysts identify
situations where the program has put Air Force resources at risk of Office of
the Secretary of Defense or Congressional reduction. Second, the comptroller
applies the latest inflation figures, flying hour and manpower rates, etc.
Third, the program is put into the Office of the Secretary of Defense budget format and budget justification documentation is
prepared. Once these steps are complete, the final position is called the
program objective memorandum/budget estimate submission or program budget
review. The budgeting phase continues with the program budget review submission
and fact-of-life changes via notification document in the off-year. Secretary
of the Air Force for financial management and comptroller is the Air Force lead
for budget and budget execution.
13.15.4. Budget Execution.
Budget execution focuses on running the Air
Force day to day. Execution is carried out at the Headquarters Air Force, field
operating agency, major command, primary support unit, wing, and unit level.
The Air Force major commands (including the Headquarters Air Force) are
allocated their share of obligation authority to execute their missions in
accordance to approved integrated priority lists for those programs that are
centrally managed. Because the budget being executed in any given year was
actually compiled over a year earlier, you should logically assume some
assumptions on which the budget was based will have changed. Because change is
anticipated, Congress allows some flexibility within the operating budgets to
move resources without requiring their permission but installations are
expected to execute to the integrated priority list for centrally managed
programs. One key part of budget execution is the major command's operations
and maintenance operation plan. Air Force program execution is reviewed during
major command budget execution reviews in February, April (concurrent with the
internal Air Force midyear review), and July.
13.16. Planning, Programming,
Budgeting, and Execution Summary.
Every leader contributes to the planning,
programming, budgeting, and execution process. Within this system, leaders help
establish and forecast a budget to ensure sufficient funds are available to
accomplish the mission. Thoughtful and accurate estimates on the local level
are extremely important in reflecting the overall Air Force needs. Wise
day-to-day resource management is essential to having an effective planning,
programming, budgeting, and execution process.
Section 13E
Manpower Management and Competitive Sourcing
13.17. Manpower Resources.
Manpower is a constrained resource that
comprises a large portion of the Air Force Budget. All missions and programs
compete for limited authorized military and civilian end-strength, established
grade distributions, and must comply with other guidelines as directed by Congress.
Manpower must be programmed in accordance with validated manpower requirements,
and within fiscal limits and acceptable risk identified in defense planning and
programming guidance.
13.18. Chain of
Responsibilities.
The Directorate of Manpower, Organization and
Resources, Program Development Division (Headquarters Air Force/A1MP) allocates
programmed manpower resources by command identifier, program element code,
resource identification code, and country State code to the commands directing
implementation of approved programs. Major commands and equivalents translate
these manpower resources into manpower authorizations by updating the unit
manpower document. The installation manpower and organization flight is the
liaison between installation agencies and the major command A1M staff for all
manpower and organization issues.
13.19. Manpower Resource Levels:
13.19.1. Changing Manpower
Allocations.
Command-specific military and civilian
manpower requirements must be validated by the major command A1M and approved
by Headquarters Air Force A1M before they can be used in the programming and
resourcing process. Before manpower allocations can be changed, the requesting
organization must give reasons for the requested change. The major command must
propose specific tradeoffs if the initiative requires an increase in military
or civilian manpower.
13.19.2. Accommodating
Temporary Manpower Requirements.
End-strength will not be programmed to
accommodate cyclical or temporary requirements. Instead major commands and
equivalents should use other means to accomplish their short term mission or
surge workload to include: (1) use available funds and command civilian
employment plans to employ civilians; (2) utilize overtime, temporary full-time,
part-time, or over-hire of civilian personnel; (3) seek support from the Air
Reserve Component via Military Pay Appropriation funds; (4) utilize temporary
duty military and civilian personnel; and (5) seek contract service.
13.20. Requirements Determination:
13.20.1. General Concept.
Manpower and organization flight personnel
assist Air Force commanders and functional managers at all levels in mission
accomplishment by objectively quantifying manpower requirements for the
distribution of Air Force manpower resources. Key services of this competency
include peacetime manpower standards development, wartime manpower
requirements, and commercial services management actions (for example,
public-private competition, in-sourcing, and business process reengineering).
The foundation of any manpower requirements determination effort is the
application of Continuous Process Improvement methodologies to a function's
processes to make process improvements.
13.20.2. Determining
Manpower Requirements:
13.20.2.1. The Air Force manpower
requirements determination process systematically identifies minimumessential
manpower required for the most effective and economical accomplishment of
approved missions and functions within organizational and resource constraints.
To accomplish this, Headquarters Air Force functional managers work with
Headquarters Air Force A1M to determine the appropriate manpower management
tool consistent with resources needed to develop the manpower standard; the
required mix of military, civilian, and/or contract services; and the required
military category (officer or enlisted) and grade.
13.20.2.2. Determining the correct amount of
military manpower required to meet the Air Force's most stringent wartime
missions is key to achieving the National Military Strategy and the Defense
Planning Guidance. The Defense Planning Guidance defines the planning scenarios
used to size and shape the Total Force. These include the amount of military
needed for deployment and fight in-place missions for the given scenario.
Manpower requirements are sized for the most demanding phase of the scenario
construct, including all rotational forces needed for prolonged conflicts.
These scenarios drive force structure and manpower military mix budgeting
decisions.
13.20.3. Organization:
13.20.3.1. The Air Force must be organized to
best use available resources. This requires simple, streamlined structures
designed for seamless transition from peace to war. The principal
characteristics desired in Air Force organizations include mission orientation,
unambiguous command, decentralization, agility, flexibility, simplicity, and
standardization.
13.20.3.2. Manpower standards are established
to ensure work center operations are efficient and standardized to create the
most efficient organization. The ultimate goal of organizational performance is
mission accomplishment. Resource requirements reflected in a manpower standard
should be based on organization and process design, which most effectively and
efficiently accomplishes the mission. Improving mission effectiveness while
maintaining or improving efficiency should be the goal of any modification to a
function's current organizational or process design.
Efficiency does not necessarily mean
decreasing resources but rather improving the return on the resources used.
13.20.4. Performance
Improvement.
Improving performance requires both planning
and execution. For organizational change effort effectiveness, they generally
must include some redesign and/or coordination on five fronts. These fronts are
related organizational areas to consider. A change on one front may require
actions or changes on another. For example, changing a process may also require
some training or retraining (people front); the process improvement may affect how
technology is used (technology front); or the process design may require
updates to regulations (policy, legislation, regulation front). The five fronts
(see figure 13.2) are:
13.20.4.1. Organization
and People. Human resources are the key to future viability and
organizational growth in a continuously learning environment. Although
processes and other front factors may change, focus should remain on providing
workers with appropriate knowledge, skills, experiences, and tools. This will
empower them to learn and act, which will tie their rewards to the
organization's values and measures.
13.20.4.2. Technology. Technology
is a crucial enabling factor that allows compression of cycles, lead time,
distance, and broader access to information and knowledge assets. Technology
also eliminates barriers between customers and suppliers.
13.20.4.3. Policies,
Legislation, and Regulations. Changing existing policies, regulations,
and legislation may be required for new processes.
13.20.4.4. Physical
Infrastructure. The physical facilities, equipment, and tools should
be designed to support and maximize changes in workflow, information
technology, and human resources.
13.20.4.5. Process. The
flow of work and information into, and throughout the organization must be redesigned
using standard Continuous Process Improvement methodologies like Business
Process Engineering, Lean, Six Sigma, and Theory of Constraints.
Figure 13.2. Performance
Improvement Fronts
Reduce the number of distinct departments or groups
Organize into teams and develop multi-skilled workers
Provide appropriate incentives for employees
Empower individuals and measure performance in relation to the
process

Improve quality and timeliness
Eliminate bottlenecks of information
Move work in a continuous Streamline process flow flow Empower knowledgeable
Organize work in parallel workers
Move activities closer to the Enable new geographic
customer arrangements of work tasks
Facilitate communication with customers and suppliers
Modify physical facilities to facilitate material movements Change policies to accommodate
new technology and skills
Match equipment capabilities to change in workflow Use information to influence
regulations and legislation Improve tools and work areas to fit skills and responsibilities Alter rules that govern
relationships with other entities
13.21. Unit Manpower Document.
The unit manning document, used to help
manage manpower resources, is a computer product that lists unit funded and
unfunded manpower requirements, and contains many data elements that identify
the unique position attributes. These attributes include position number, Air
Force specialty code, functional account code, office symbol code, grade,
personnel accounting symbol, reason code, etc. The unit manning document is the
primary document that reflects the manpower required to accomplish the unit
mission. The installation manpower and organization office will periodically,
or upon request, supply a unit with an updated unit manning document.
Supervisors should routinely check the unit manning document for accuracy and
use it to track their authorized manpower strength. Headquarters Air Force A1M
and the Air Force Manpower Analysis Agency often produce reports based on unit
manning document data; continuous review of coding is critical for proper
position management. See Figure 13.3.
13.22. Manpower Management for
Senior Leaders:
13.22.1. Keeping Unit
Manpower Documents Current.
The unit manpower document displays current
and projected requirements and can be configured to display desired fields in
various formats. Unit commanders and supervisors may request a unit manpower
document from the installation manpower and organization flight on an as-needed
basis. Typically, the unit manpower point of contact serves as the liaison
between the unit and manpower and organization flight; thus, work center
supervisors should coordinate any unit manpower document changes, etc., with
their unit manpower point of contact.
Figure 13.3. Unit Manpower
Document.
|
Pos Number |
CID |
CID Title |
MNT Title |
PAS |
Unit Long Name |
Base |
RIC |
OSC |
OSC Title |
GRD |
AFSC |
AFSC Title |
|
|
|
Total |
|
0001269909 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
CC |
COMMANDER |
GS-06 |
3A171 |
ADMINISTRATION, CRAFTSMAN |
1 |
1 |
||
|
0001272909 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0004 |
CC |
COMMANDER |
LTCOL |
038P3 |
COMMANDER, PERSONNEL |
1 |
1 |
||
|
0001295609 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
CC |
COMMANDER |
GS-13 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001269009 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
MSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001269109 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
SSGT |
3S353 |
MANPOWER JOURNEYMAN |
1 |
1 |
||
|
0001269509 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
GS-11 |
3S393 |
MANPOWER SUPERINTENDENT |
1 |
1 |
||
|
0001270509 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
GS-11 |
3S393 |
MANPOWER SUPERINTENDENT |
1 |
1 |
||
|
0001271209 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001271409 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0004 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
LT |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001271509 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
MSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001272309 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
GS-11 |
3S393 |
MANPOWER SUPERINTENDENT |
1 |
1 |
||
|
0001272409 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
SSGT |
3S353 |
MANPOWER JOURNEYMAN |
1 |
1 |
||
|
0001272509 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
SMSGT |
3S393 |
MANPOWER SUPERINTENDENT |
1 |
1 |
||
|
0001272609 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001273009 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0004 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
CAPT |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001273709 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
GS-12 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001273809 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRA |
MANPOWER REQUIREMENTS FLIGHT A |
GS-12 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001264709 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
GS-12 |
038P4 |
PERSONNEL, STAFF |
1 |
1 |
||
|
0001269309 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
MSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001269409 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001270809 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
SSGT |
3S353 |
MANPOWER JOURNEYMAN |
1 |
1 |
||
|
0001270909 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
SSGT |
3S353 |
MANPOWER JOURNEYMAN |
1 |
1 |
||
|
0001271009 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001271609 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
GS-11 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001272009 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
GS-12 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001272109 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
GS-13 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001272209 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
GS-12 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001272709 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001297809 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRC |
MANPOWER REQUIREMENTS FLIGHT C |
GS-11 |
3S393 |
MANPOWER SUPERINTENDENT |
1 |
1 |
||
|
0001269709 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
MSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001269809 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001270209 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
SSGT |
3S353 |
MANPOWER JOURNEYMAN |
1 |
1 |
||
|
0001270309 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRD |
MPWR REQUIREMENTS FLT D |
GS-12 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001270409 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRD |
MPWR REQUIREMENTS FLT D |
GS-12 |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001270609 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0004 |
MRD |
MPWR REQUIREMENTS FLT D |
CAPT |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001270709 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0004 |
MRD |
MPWR REQUIREMENTS FLT D |
LT |
038P3 |
PERSONNEL |
1 |
1 |
||
|
0001271109 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
MSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001272809 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
0001275609 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0160 |
MRD |
MPWR REQUIREMENTS FLT D |
GS-11 |
3S393 |
MANPOWER SUPERINTENDENT |
1 |
1 |
||
|
0001294509 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
SSGT |
3S353 |
MANPOWER JOURNEYMAN |
1 |
1 |
||
|
0001294709 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
SSGT |
3S353 |
MANPOWER JOURNEYMAN |
1 |
1 |
||
|
0001294909 |
09 |
AF PERSONNEL CTR |
FUNDED |
FFF2 |
1 MANPOWER RQMNTS SQUADRON |
JBSA RANDOLPH |
0104 |
MRD |
MPWR REQUIREMENTS FLT D |
TSGT |
3S373 |
MANPOWER CRAFTSMAN |
1 |
1 |
||
|
Total |
5 |
21 |
16 |
42 |
||||||||||||
13.22.2. Funded and
Unfunded Requirements and the Enlisted Grades Allocation Program:
13.22.2.1. The terms manpower requirement and
manpower authorization are often misunderstood. A manpower requirement is a
statement of manpower needed to accomplish a job, workload, mission, or
program. The two types of manpower requirements are funded and unfunded.
Funded manpower requirements are those that have been validated and allocated.
Funded manpower requirements are also known as authorizations. Unfunded
requirements are validated manpower needs that are deferred because of
budgetary constraints.
13.22.2.2. Some actions not only affect
authorization levels but can also impact funded grades. The enlisted grades
allocation program is designed to ensure enlisted grades are equitably
allocated to Headquarters Air Force, major commands, field operating agencies,
and direct reporting units, and at the same time not exceed constraints. A
grade imbalance between what is required and what is funded (authorized) can
occur as a result of legislative and budgetary constraints on the allocated
grades. For example, Chief Master Sergeants are constrained to 1 percent of the
total enlisted force.
13.22.2.3. Headquarters Air Force implements
congressional and Department of Defense grade constraints by creating grade
factors. Two types of factors created and distributed are: (1) overall command
grade factors for each enlisted grade; and (2) career progression group factors
for each Air Force specialty code to the first three digits. Command grade
factors ensure authorized grades do not exceed command-ceiling constraints. The
career progression group factors ensure equitable allocation of the grades
within each Air Force specialty code in each command. Both types of factors are
applied to the budgeted end-strength. Air Force career field managers can
recommend adjustments to Head Quarters Air Force A1M, Directorate of Manpower,
Organization and Resources. When making adjustments, they must maintain a zero
balance of total grades allocated for each command. Commands may engage in
grade swaps, via the Air Force career field manager, which in-turn may impact
the respective factors. The factors themselves cannot be swapped.
13.23. Initiating and Tracking
Manpower Changes:
13.23.1. Periodically, a unit may need to
change an existing requirement on the unit manning document. An authorization
change request (may also be referred to as manpower change request
) is used to request this change. The unit point of contact identifies
the requested change and provides detailed justification to the servicing
manpower, organization and resources flight. The manpower and organization
section evaluates the request, enters it into the manpower programming and
execution system, and makes a recommendation for approval or disapproval to the
major command.
13.23.2. Many actions necessitate an
authorization change request. Some of the most frequent are Air Force specialty
code changes, position realignments, redistribution of funding from a funded
requirement to an unfunded requirement, and grade conversions. Many factors
must be considered when a unit proposes a change. Common considerations
include: (1) determining how the change affects the organizational structure;
(2) ensuring the manpower realignment does not exceed the requirements allowed
by Air Force manpower standards; (3) ensuring the requested change complies
with current programming guidelines; and (4) ensuring the requested change does
not adversely impact the unit's ability to deploy or perform its wartime
mission.
13.23.3. Changes to the unit manning document
must be processed within resource constraints (i.e. no net increase in
resources) minus no net increase in resources, grades, etc. For example, if a
unit wants to fund a position that is currently unfunded, a funded position
must be identified for conversion to unfund and detailed rationale for the
change provided. The servicing manpower and organization flight will work
closely with the unit point of contact when developing an authorization change
request. Unit commander approval of authorization change request actions is
required prior to submission of the authorization change request to the major
command point of contact with the exception of actions resulting from a
public-private competition or in-sourcing initiative.
13.23.4. Approved changes to the unit manning
document are reflected by an authorization change notice generated by the
manpower programming and execution system. The authorization change notice
provides details of the approved change and the rationale for the change. The
manpower and organization flight will, in turn, provide a copy of the
authorization change notice to the affected unit's point of contact. If the
request is disapproved, the major command provides rationale to the submitting
unit through the servicing manpower and organization flight.
13.24. Manpower and
Organization Flight.
The installation manpower and organization
flight performs a variety of functions to help effectively manage manpower
resources. The core competencies of the manpower and organization flight
encompass organization structure, requirement determination, program allocation
and control, and process improvement. Personnel within the manpower and
organization flight provide day-to-day manpower resource management services to
include unit manning document management, assisting with authorization change
requests, authorization change notices, and organizational structure changes.
Manpower and organization flight personnel also provide other management
services, such as performance management, commercial activity services, Airmen
Powered by Innovation Program, Continuous Process Improvement and management
advisory studies.
13.25. Commercial Services
Management:
13.25.1. Purpose.
Commercial services management is a program
designed to improve functions using a variety of management tools including
competitive sourcing, in-sourcing, and post-competition accountability. The
three principal goals of commercial services management are to sustain
readiness, improve performance and quality by doing business more efficiently
and cost effectively, and focus available personnel and resources on core Air
Force missions. Commercial services management will not affect
military-essential skills or those functions that are inherently governmental.
13.25.1.1. Military Essential skills are
defined as skills that:
13.25.1.1.1. Directly contribute to the
prosecution of war (combat or direct combat support).
13.25.1.1.2. Exercise Uniform Code of
Military Justice authority.
13.25.1.1.3. By law must be filled with
military personnel.
13.25.1.1.4. Are military by custom or
tradition (for example, bands and honor guards).
13.25.1.1.5. Are needed to support overseas
rotations and to sustain certain career fields.
13.25.1.1.6. Are not available in the private
sector.
13.25.1.2. Inherently
Governmental Function. The Federal Activities Inventory Reform Act of
1998 defines an inherently governmental function as one that is so intimately
related to the public interest as to require performance by federal government
employees. Functions may include the determination of budget policy, guidance,
and strategy; the determination of the content and application of policies and
regulations; the selection of individuals for federal government employment;
and obligating money on behalf of the government. For example, warranted
contracting officers are inherently governmental because they are responsible
for making decisions on behalf of the government. They are the signature
authority for committing government funds. The entire contracting staff,
however; does not necessarily satisfy the same criteria. Contracting personnel
who research and provide information, advice, etc., to the warranted
contracting officers do not necessarily have to be government personnel.
13.26. Competitive Sourcing
Process.
AFI 38-203, Commercial
Activities Program, defines a structured process for determining whether to
perform work inhouse or through contract.
13.26.1. Competitive
Sourcing Study:
13.26.1.1. A competitive sourcing study is a
public-private competition that compares the total cost of the in-house
government operation of an activity to the total cost of private sector
performance of the same activity. The study results determine whether a
commercial activity can be done more economically and efficiently by contract
or by an in-house workforce.
13.26.1.2. During the competitive sourcing
study, the in-house government operation is reengineered into a most efficient
organization and submitted in the competition as the agency's tender which is
the government's proposal for how it will perform the work. The process of
developing a most efficient organization emphasizes innovation in meeting the
requirements laid out in the solicitation for the work being completed. The
most efficient organization is allowed latitude in its organization and
processes outside of the standard Air Force structure to enable greater
efficiency and effectiveness.
13.26.2. Competitive
Sourcing Impact:
13.26.2.1. Air Force policy is to minimize
both the adverse effects on personnel and the disruption to the affected
organizations. Adversely affected personnel are provided the right of first
refusal for contractor jobs, for which they are qualified, in the event the
government is unable to place them in other federal positions.
13.26.2.2. Competitive sourcing generates
savings by finding more efficient ways to accomplish a particular function. A
competitive sourcing study also frees up military personnel to perform other
core military essential activities. In a competitive sourcing study, the
mission remains essentially unchanged; the composition of the workforce is what
changes. Where blue suiters were initially performing the mission, the
resulting service provider will be made up of either civil servants or private
sector contract employees.
13.27. In-sourcing:
13.27.1. Origin and
Authorization:
13.27.1.1. In-sourcing is the conversion of a
contracted function to Department of Defense civilian or military performance,
or any combination thereof. Although OMB Circular A-76 provides a structured
process for converting contracts to in-house performance through public-private
competition, 10 United States Code, Section 2463, Guidelines
and Procedures for Use of Civilian Employees to Perform Department of Defense
Functions, permits Department of Defense components to convert contracts
without applying the Circular's requirements. 10 United States Code, Section
2463 provides for special consideration to using Department of Defense civilian
employees to perform any function that is currently performed by a contractor
and meets any of the following criteria:
13.27.1.1.1. Has been performed by Department
of Defense civilian employees at any time during the previous 10 years.
13.27.1.1.2. Is closely associated with the
performance of an inherently governmental function.
13.27.1.1.3. Has been performed pursuant to a
contract awarded on a noncompetitive basis.
13.27.1.1.4. Has been determined by a
contracting officer to have been performed poorly during the 5 years preceding
the date of such determination, because of excessive costs or inferior quality.
13.27.1.2. Furthermore, in accordance with
the Deputy Secretary of Defense memorandum, In-sourcing contracted
services-implementation guidance, contracted functions found to be inherently
governmental, exempt from contract performance, unauthorized personal services,
or experiencing problems associated with contract administration shall be
in-sourced regardless of cost.
13.27.2. In-sourcing
Business Case Analysis:
13.27.2.1. An insourcing Business Case
Analysis compares the cost of a contracted function to the cost of Department
of Defense civilian employees to perform the same activity. The Business Case
Analysis justifies the decision to in-source when based on cost. Included in
the Business Case Analysis are certifications validating contract cost,
in-house manning, available labor pool, and activity meets the requirements of
a valid and enduring mission requirement. Installations and major commands
develop Business Case Analysis, and Air Force manpower analysis agency
validates Business Case Analysis as part of the Air Force in-sourcing approval
process. Cost models are built using COMPARE, an Air Force manpower analysis
agency provided tool that incorporates guidance and factors to estimating and
comparing the full costs of civilian and military manpower and contract Support.
13.27.2.2. If new or expanded requirements or
functions performed under contract are determined to be inherently governmental
or exempt from private sector performance for reasons stated in DoDI 1100.22, Policy and Procedures for Determining Workforce Mix, the functions
shall be converted to government performance without an economic analysis. In
all other cases a cost comparison is required and serves as the key component
of the Business Case Analysis.
13.28. Responsibilities.
Headquarters Air Force A1M is responsible for
implementing the Air Force commercial services management program. Air
Force manpower analysis agency develops and maintains tools, templates, and
guidebooks to enable the field to execute the program, administers the
inherently governmental/commercial activities inventory, monitors post
competition accountability, and provides field support on commercial services
management initiatives. Major command A1M is the manpower function responsible
for providing commercial services management oversight at command levels and
providing guidance to manpower and organization flights for implementation of
the commercial services management program at the respective wings.
Section 13F
Government Property and Equipment
13.29. General Responsibilities:
13.29.1. The Air Force mission requires that
all military and civilian personnel operate and maintain Government systems,
equipment, supplies, and real property in the best possible condition, in
constant readiness, and in the absolute minimum quantity necessary to accomplish
assigned tasks.
13.29.2. Commanders must manage public
property under their control, including proper care and use, provide
instructions to subordinates on their specific responsibilities, and maintain
records that may be audited. Commanders and supervisors establish controls to
eliminate uneconomical equipment management, ensure all personnel are taught
proper care and safeguard principles, and enforce these principles. Logistics
readiness squadrons offer training on a variety of topics for different
management levels. Commanders appoint representatives and ensure the
representatives attend the proper training. For example, primary and alternate
equipment custodians attend mandatory Block III computer-based training
accompanied by a supplemental Block III training provided by the logistics
readiness squadron's equipment accountability element.
13.29.3. The Air Force equipment management
system provides a standard equipment management system applicable to all Air
Force activities. This system is web-enabled and requires a password for
access. Air Force equipment management system provides worldwide visibility of
all in-use and warehoused equipment assets and is used to report capitalized
asset depreciation, determine equipment requirements based on Air Force
allowance standards, support the budget and buy program, and report equipment
types and quantities required to accomplish the mission. The allowance
standards are provided both online in the Air Force equipment management system
and offline via compact disk. The allowance standards include specific items
and authorized quantities required for the wartime and peacetime needs of each
unit.
13.30. Property Accounting.
The organization commander or equivalent
designates a property custodian for Government property used by the unit and
listed on allowance standard documents. Upon assuming responsibility and at
least annually, the designated property custodian must perform an inventory of
all assets. The custodian signs the custodian authorization/custody receipt
listing acknowledging completion of the inventory and signifying all items
listed are being used properly and maintained in serviceable condition. After
the inventory is completed, the custodian signs the acknowledgement of
responsibility block which allows the custodian to become accountable for the
property physically in possession, then obtains the commander's signature as
validation that the inventory took place and actions are underway to resolve
discrepancies. The property custodian is relieved of responsibility only when
the account is transferred to another custodian, issues or turns in items and
obtains a signed receipt, or provides authorized adjustment documents (turn-in
receipts, transfer documents, etc.).
13.31. Report of Survey.
A report of survey is used to research and
investigate the cause of loss, damage, destruction, or theft of Government
property and to determine if the cause of loss was attributable to an
individual's negligence or abuse. The final report is used to assess financial
liability against the persons responsible or to relieve them from liability if
there is no evidence of negligence, willful misconduct, or deliberate
unauthorized use of the property. The report of survey also serves as a source
document to adjust accountable records and provides a tool for commanders to
identify deficiencies requiring corrective action to prevent recurring
incidents. AFMAN 23-220, Reports of Survey for Air Force
Property, identifies procedures for processing a report of survey and
implementing the report of survey program.
13.31.1. When to Complete
a Report of Survey:
13.31.1.1. With some
exceptions, a report of survey must be completed for all Government property
lost, damaged, destroyed, or stolen. The property can be real or personal. Air
Force real property includes buildings and items attached to them, such as
air-conditioners and compressors. Anything not real property, such as parkas,
tools, desks, equipment, and vehicles is personal property.
13.31.1.2. A report of survey is not necessary
when:
13.31.1.2.1. The individual responsible for
the loss or damage makes voluntary payment, and loss, damage, destruction, or
theft of property is $500 or less. This policy does not prevent the initiation
of a report of survey if the loss is less than $500, evidence of negligence, or
a systematic loss of property by the same individual over a period of time.
13.31.1.2.2. Investigation of the loss,
damage, or destruction of a vehicle indicates no evidence of gross negligence,
willful misconduct, or deliberate unauthorized use. The commander may still
take action against individuals in these cases using punitive or administrative
options.
13.31.1.2.3. Do not use assessment of
financial liability as a form of disciplinary action.
13.31.2. Initiating a
Report of Survey:
13.31.2.1. Generally,
the organization possessing the lost or damaged property is responsible for
initiating a report of survey even if the property is deployed or issued on a
hand-receipt outside the organization.
13.31.2.2. Depending on the organizational
structure, the commander normally initiates the proceedings by appointing an
investigating official. The investigating official will be an officer, senior
NCO, or civilian employee (General Schedule-7, Wage Grade-9, Wage Leader-5, or
Wage Supervisor-1 or above). The investigator must be a disinterested,
impartial individual who has no interest or involvement in the custodianship,
care, accountability, or safekeeping of the property in question.
13.31.3. Report of Survey
Investigation.
At a minimum, the investigating official will
perform the following steps during an investigation:
13.31.3.1. Develop the
facts in the case which will lead to the findings and recommendations. The
investigator must interview any persons with knowledge of the case if they are
in the immediate area. This includes the person who may have lost, damaged,
destroyed, or stolen the property.
13.31.3.2. Obtain written statements from
persons interviewed and obtain sworn statements in accordance with the Manual for Courts-Martial, Appendix 2, Section
936. This section authorizes the investigator to swear witnesses.
13.31.3.3. Ensure the findings and the
recommendations are supported by the testimony of persons involved and that the
testimony leads logically to the findings and recommendations.
13.31.3.4. Determine if financial liability
should be assessed based strictly on the facts and circumstances of the case.
If financial liability is recommended based on value on the property involved
and not the fact that financial liability generally is limited not to exceed
one month's pay or by statements made to the investigating officer by the
person involved and the assessment of financial liability will cause personal
hardship. Note: Reducing the recommended assessment
of financial liability is a command prerogative and not within the purview of
the investigating officer.
13.31.4. Liability:
13.31.4.1. All Air Force members and
employees can be held liable for the loss, damage, or destruction of Government
property proximately caused by their negligence, willful misconduct, or
deliberate unauthorized use.
13.31.4.2. Persons who have lost, damaged,
destroyed, or stolen Government property valued at $500 or less may voluntarily
pay for the property.
13.31.5. Processing the
Report of Survey:
13.31.5.1. After the
investigation is complete, the investigating official allows the persons
involved to review the case and provide verbal or written information to refute
the findings and recommendations. In the process of refuting the findings of a
report of survey, an Airman may seek advice from the local area defense counsel.
13.31.5.2. The report of survey is then
processed to the appointing authority to assign financial responsibility
against the individual charged or relieve him or her from responsibility. If
financial responsibility is assessed, refer the report of survey to the legal
office for review.
13.31.5.3. At the time the report of survey
is submitted for acknowledgment by the individual charged, he or she is advised
the report of survey action may be appealed to the next level in the chain of
command above the person who assigned the financial liability assessment.
Section 13G
Facility Management
13.32. Installation Commander
Responsibilities.
The installation commander has overall
responsibility and accountability for the operation of an Air Force
installation. The major command and installation commander, assisted by the
base civil engineer, are responsible for the following:
13.32.1. Develop, operate, maintain, and
control the use of Air Force facilities in compliance with applicable
Department of Defense and Air Force policies and procedures.
13.32.2. Develop comprehensive asset
management plans, identify facility lifecycle requirements, implement
applicable common levels of service, assess the impact of asset condition on
mission support through the use of key performance indicators, and develop and
execute real property construction, sustainment, restoration, and modernization
programs.
13.33. Responsibilities of the
Using Organization:
13.33.1. Successful facility management
relies heavily upon the using organization. The using organization's unit
commander will ensure requirements for real property alterations, additions, or
new construction are identified to the base civil engineer or wing commander
when required.
13.33.2. The unit commander designates in
writing an officer, E-5 and above, or civilian equivalent, as primary and
alternate facility managers for each facility assigned to the organization. In
multipurpose facilities, the major user should be assigned as the primary
facility manager. Other organizations using a portion of a multipurpose
facility are encouraged to appoint an alternate facility manager for their
respective area.
13.33.3. Work that alters real property in
any way, to include modifications or repair, requires approval from the base
civil engineer. Facility managers submit work requests to the base civil
engineer customer service unit utilizing established processes. The base civil
engineer determines the execution method for work that is approved.
13.33.4. Emergency work, defined as work that
corrects an issue that poses an immediate threat to mission, life, safety, or
health will be identified to customer service unit by the quickest means
possible, to include verbal or phone communication. All other forms of work
will be identified to the customer service unit by the facility manager
utilizing the Air Force Form 332, Base Civil Engineer Work
Request, or designated information technology systems.
13.34. Base Civil Engineer
Squadron Responsibilities:
13.34.1. The base civil engineer is charged
to provide, operate, maintain, restore, and protect the built and natural
infrastructure necessary to support the Air Force mission. As such, the base
civil engineer serves as the focal point for all construction, sustainment,
restoration, and modernization of facilities identified as real property and
associated real property installed equipment.
13.34.2. The base civil engineer's customer
service unit typically manages the installation's facility manager program.
They provide initial and recurring training for facility managers, which covers
facility manager roles and responsibilities and identifies the processes and
procedures required for submitting work requests.
13.34.3. The base civil engineer's customer
service unit receives and reviews all incoming work requests for validity,
verifies scope, and ensures the work request is coordinated with the
appropriate agencies such as fire, safety, and environmental. If the work
request is approved, it will be executed in-house by the operations flight or
as a contract managed by the engineering flight.
13.34.4. In-house work will either be direct
scheduled or planned. Direct scheduled work does not need detailed planning and
can be sent directly to the required shop for execution. An example of a direct
scheduled work is fixing a leaky faucet. Planned work is typically more complex
and requires detailed planning, scheduling of multiple shops, and lead time for
material acquisition. An example of planned work is relocating a doorway and
associated exit signs to accommodate the new layout. In-house work is
prioritized for execution based on impact to the overall mission and as labor,
materials, and funding become available.
13.34.5. When work exceeds the scope or
capability of the operations flight, the work request will be classified as a
project and sent to the base civil engineer's engineering flight where it will
compete against other projects for execution as a contract.
13.34.6. The base civil engineer ensures
changes to real property are captured and updated in the real property
inventory. The real property inventory must be complete and up-to-date with
source documentation for audit purposes to support financial improvement and
audit readiness.
13.35. Planning and Programming
Facility Projects:
13.35.1. Planning refers to the
identification of facility work to satisfy current and future mission requirements.
The base civil engineer uses several methods to identify facility requirements
including annual space utilization surveys, biennial commander s facility
assessments, environmental compliance status assessments, asset management
plans, and user- or occupant-identified requirements.
13.35.2. During programming, the authority
and resources necessary to accomplish the planned work are acquired. After the
requirements are identified, the base civil engineer develops facility project
proposals and presents them to the installation commander for validation,
prioritization, and approval by the proper authority. A key element of
programming facility requirements is proper work classification. Work
authorization, approval levels, and fund sources vary with work classification.
Real property maintenance work is classified as maintenance, repair, or
construction. Operations and maintenance appropriation-funded unspecified minor
military construction projects may not exceed $1,000,000. The threshold for using
operation and maintenance funding for laboratory revitalization unspecified
minor military construction projects is $4,000,000.
13.36. Real Property Records:
13.36.1. Air Force leadership, Department of
Defense, and Congress utilize real property inventory to make planning,
programming, and budgeting decisions.
13.36.2. The real property inventory forms an
audit trail that begins when a facility is constructed and includes all costs
for any alterations and improvements accomplished by military construction and
minor construction, to include self-help or government purchase card work. A
complete real property inventory consists of all sites, lands, and facilities
for which the Air Force has real property accountability, regardless of the
organization using or funding the facility or land.
13.36.3. Any activity leading to real
property inventory additions, updates, or deletions must have proper approval
documentation from the base civil engineer and filed with the real property
officer as directed. In most instances these actions are accomplished by the
civil engineer squadron. However, when services are procured by government
purchase card or other means the facility manager will assist with
accomplishing these actions.
Section 13H
Energy Conservation Program
13.37. Air Force Need for
Program.
The Federal government, as the Nation's
largest energy consumer, must significantly improve their energy management in
order to save taxpayer dollars and reduce emissions that contribute to air
pollution and global climate change. In encouraging effective energy management
in the Federal government, the Energy Policy Act of 2005, the Security Act of
2007, and Executive Order 13693 Planning for Federal
Sustainability in the Next Decade, strive to achieve the following
goals:
13.37.1. Energy Efficiency
and Greenhouse Gases Reduction Goal.
Improve energy efficiency through reduction
of facility energy intensity (British thermal units per year per square foot)
by 2.5 percent annually through the end of fiscal year 2025, or a total of 25
percent by the end of fiscal year 2025, relative to Air Force energy use in
fiscal year 2015. Continue to reduce facility energy intensity by 1.5 percent
annually from fiscal year 2015 to fiscal year 2020, or a total of 37.5 percent
relative to Air Force energy use in fiscal year 2003. Reduce greenhouse gas
emissions 40% by fiscal year 2025, relative to a 2008 baseline for most
facilities.
13.37.2. Sustainable
Design and Development:
13.37.2.1. All new construction and major
renovation of facilities must comply with Air Force sustainable design and
development policy, 2 June 2011, and incorporate sustainable practices. These
facilities must become net-zero energy facilities (renewable generation offsets
all fossil fuel) by 2030. Fifteen percent of existing facility inventory must
incorporate sustainable practices by the end of fiscal year 2025.
13.37.2.2. Agency acquisition of goods and
services must incorporate the use of sustainable environmental practices,
including acquisition of bio based, environmentally preferable, energy
efficient, water efficient, and recycled content products. This includes the
use of paper with at least 30 percent recycled content.
13.37.3. Vehicles.
Petroleum consumption is to be reduced by 30
percent through the end of fiscal year 2025 as compared
to fiscal year 2014. Alternative (nonpetroleum-based) fuel use is to be
increased by 10 percent annually. Zero emissions vehicles should account for 20
percent of all new agency passenger vehicle acquisitions by 2025.
13.37.4. Renewable Energy.
The Energy Policy Act of 2005 established
that in fiscal year 2007 through fiscal year 2009, 3 percent of electrical
consumption be generated by renewable sources; in fiscal year 2010 through
fiscal year 2012, 5 percent and 7.5 percent thereafter. Executive Order 13693
outlines the goal of 30 percent of facility electric consumption come from
renewable sources by 2025 and Title 10, United States Code, Section 2911, Energy Performance Goals and Master Plan for the Department of
Defense, sets a goal of 25 percent of electrical energy consumption
generated by renewable sources by fiscal year 2025.
13.37.5. Petroleum.
Through life-cycle cost-effective measures,
each agency shall reduce the use of petroleum within its facilities. Agencies
may accomplish this reduction by switching to a less greenhouse gas-intensive,
nonpetroleum energy source, such as synthetic or renewable energy sources.
13.37.6. Electronic
Products.
Electronic products procured must be at least
95 percent compliant with electronic product environmental assessment tool
standards. Energy Star features of computers must be enabled. Use
environmentally sound practices when disposing of electronic equipment.
13.37.7. Source Energy.
The Federal government shall strive to reduce
total energy use and associated greenhouse gas and other air emissions, as
measured at the source.
13.37.8. Water
Conservation.
Beginning in fiscal year 2008, reduce potable
water consumption intensity (gallons per square foot) relative to fiscal year
2007, through life-cycle cost-effective measures by 2 percent annually through
the end of fiscal year 2025, or 36 percent by the end of calendar year 2025.
Reduce industrial, landscaping, and agricultural water consumption by 2 percent
annually or 30 percent by the end of fiscal year 2025 relative to a baseline of
consumption in fiscal year 2010.
13.38. Air Force Compliance
with Policy.
Compliance with energy management policy is
assessed by taking measurements in two areas: mobility energy and facility
(utility) energy. (Note: Water usage is included in the
definition of energy management.)
13.38.1. Mobility Energy.
The policy to reduce mobility energy will be
assessed by measuring actual petroleum consumption. Consumption will be
measured in barrels and include aircraft and vehicle operations.
13.38.2. Facility Energy.
The policy to reduce facility energy will be
assessed by measuring utility consumption to include electricity, coal, natural
gas, petroleum, water, etc. Consumption will be measured in million British
thermal units per square foot (or gallons per square foot) and will include all
installation facilities except privatized housing and facilities meeting
Department of Energy exclusion requirements.
13.39. Conclusion:
13.39.1. With the constant emphasis on
efficiency, the Air Force must get the greatest return from every investment.
The Air Force invests in people and other resources, all of which must be
managed wisely. This chapter provided an overview of responsibilities and
outlined a few of the many Air Force management objectives.
13.39.2. All supervisors, managers, and
commanders are responsible for safeguarding Air Force resources and exercising
sound resource management practices. Remember, the amount of money spent and
the other resources used (manpower, facilities) affect the entire mission.
Leaders have a daily role to play in the overall system. They must plan for
future requirements and ensure allocated resources are used properly. If correctly
accomplished, the result will be a stronger and more efficient Air Force.
Chapter 14
COMMUNICATING IN TODAY S AIR FORCE
Section 14A
Overview
14.1. Introduction:
14.1.1. Your success as a military leader
depends on your ability to think critically and creatively; it is also crucial
to communicate your intentions and decisions to others. The ability to
communicate clearly to write, speak, and actively listen greatly impacts your
capacity to inform, teach, motivate, mentor, and lead those around you. Communicating
your intent and ideas so that others understand your message and act on it is
one of the primary qualities of leadership.
14.1.2. Communication is the process of
sharing ideas, information, and messages with others. In the Air Force, most
communication involves speaking and writing. Any communication can be broken
into three parts: the sender, the message, and the audience. For communication
to be successful, the audience must not only receive the message, but the
audience must interpret the message in the way the sender intended.
14.1.3. This chapter begins by examining the
fundamentals of better communication, both written and spoken. Then the chapter
focuses on written communications in general terms and outlines certain methods
that can be used to improve writing style. Finally, it provides an overview and
samples of the types of correspondence the noncommissioned officer (NCO) is
likely to deal with in daily activities. This is not an exhaustive text and is
meant as an overview, consult AFH 33-337 The Tongue and
Quill.
Section 14B The Principles and Seven Steps for Effective Communication
14.2. Principles of Effective
Communication.
Everyone must understand what makes
communication succeed and fail. Most mistakes are caused by forgetting one of
the five principles of good communication. This section addresses the five core
principles, focused, organized, clear, understanding, and supported (FOCUS)
(Figure 14.1).
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Strong Writing and Speaking: Focused Address the issue, the whole issue, and nothing but the issue. Organized Systematically present your information and ideas. Clear Communicate with clarity and make each word count. Understanding Understand your audience and its expectations. Supported Use logic and support to make your point. |
Figure 14.1. FOCUS Principles
14.2.1. Focused.
The first hallmark of good communication is
that the communication is focused. The sender has a clear idea of the purpose
and objective, locks on target, and stays on track.
14.2.2. Organized.
Good organization means your material is
presented in a logical, systematic manner. When writing or speaking is not well
organized, audiences become easily confused or impatient and may stop reading
or listening. Even if you are providing useful, relevant information, your
audience may underestimate the value of the information and your credibility.
14.2.3. Clear.
This principle covers two interrelated ideas.
First, to communicate clearly, we need to understand the rules of language; how
to spell and pronounce words, and how to assemble and punctuate sentences.
Second, we should get to the point, not hide our ideas in a maze of words.
14.2.4. Understanding.
Understanding their current knowledge, views,
and level of interest in the topic helps when sharing ideas with others.
Understanding what is expected with the format and length of response, due
date, level of formality, and any staffing requirements helps when you have
been asked to write a report.
14.2.5. Supported.
Use logic and support to make your point.
Support and logic are the tools used to build credibility and trust with your
audience. Nothing cripples a clearly written, properly punctuated paper quicker
than a fractured fact or a distorted argument.
14.3. Overview.
Like many things, good communication requires
preparation. There are seven steps that will help every Airman become a better
communicator, both in written correspondence and in speaking abilities (Figure
14.2). The first four steps lay the groundwork for the drafting process.
|
1. Analyze
Purpose and Audience 2. Research
Your Topic 3. Support
Your Ideas 4. Organize
and Outline 5. Draft 6. Edit 7. Fight for Feedback and Get Approval |
Figure 14.2. Seven Steps for Effective Communication
14.4. Step 1 Analyze Purpose and Audience.
Once the need for communication is
determined, step 1 requires you to be clear on your purpose and know or
understand your audience. Those who have
mastered the art of communication stay focused on their objective and
approach audience analysis seriously
14.4.1. Choose the Purpose.
Most Air Force writing or speaking is either
to direct, inform, persuade, or inspire. Your task is to think about the
message you want to send (the what) and make some sort
of determination what your purpose is (the why). Once you decide the purpose,
you will know where to place the emphasis and what the tone of your
communication should be (Figure 14.3).
|
To Direct Directive communication is generally used to pass on information describing
actions you expect to be carried out by your audience. The emphasis in
directive communication is clear, concise directions and expectations of your
audience. To Inform The goal of informative communication is
to pass on information to the audience. The emphasis in informative
communication is clear, direct communication with accurate and adequate
information tailored to the education and skill levels of the audience.
Audience feedback and interaction may be appropriate in some situations to
make sure they got the message. To Persuade Persuasive Communication is typically used when you are trying to sell your
audience on a new idea, new policy, new product or a change in current
operations. To Inspire One final purpose for writing or speaking that doesn t get much attention, but is frequently used in the military is to inspire. The emphasis in inspirational communication is delivery, a thorough knowledge of your topic and likewise your audience. |
Figure 14.3. Determining Purpose
14.4.2. Draft the Purpose
Statement.
One way to make sure you are clear on your
objective is to write a purpose statement, which is one
sentence that captures the essence of what you are trying to do your bottom
line. Developing a clear purpose statement will:
14.9.2.1. Help you FOCUS as you develop your
communication.
14.9.2.2. Help your audience focus when you deliver your message.
14.4.3. Know Yourself.
Realizing your own strengths and weaknesses
will help you meet your communication goals.
14.4.4. Know Your
Organization.
In the military, we rarely act or speak in a
vacuum. Often we represent our organization, unit, or functional area and must
understand them and accommodate their views, capabilities, or concerns in our
communications.
14.4.5. Know Your Audience.
The receiving audience falls into one of four
sub-categories. Depending on the type of communication and coordination needed,
you may or may not deal with each one of these:
14.4.5.1. Primary receiver the person you
directly communicate with, either verbally or in writing.
14.4.5.2. Secondary receiver people you
indirectly communicate with through the primary receivers.
14.4.5.3. Key decision makers the most
powerful members of the audience; the ones that really make the decisions.
Knowing who they are will help focus your attention and potentially your
delivery in larger briefings and certain written communication.
14.4.5.4. Gatekeepers people in the chain who
typically review the communication before the communication reaches the
intended audience. Knowing who they are and what their expectations are can
save you embarrassment and help ensure your success in the long run.
14.4.6. Succeed With Your
Audience.
Some tips are:
14.4.6.1. Rank. Differences
in military rank can be a real barrier to communication in the Air Force. Many
of us become tongue-tied when communicating with those senior in rank, and
cursory or impatient with those who are junior in rank. We must constantly
remind ourselves we are all communicative equals and should strive to be
candid, direct, and respectful with everyone.
14.4.6.2. Jargon. Tailor
to your audience. Do not overestimate the knowledge and
expertise of your readers, but do not talk down to them either. Be careful with
excessive use of career-field specific jargon and acronyms.
14.4.6.3. Be Inclusive. Remember
our diverse force. Sometimes we inadvertently exclude
members of our audience by falling into communication traps involving
references to race, religion, ethnicity, or sex. Remember this concept when
designing your visual support. Knowing your audience and adhering to good taste
and sensitivity will keep you in check.
14.4.6.4. Tone. This
is not just what you say, but how you say it. Closely
tied to the purpose of your communication is the tone you take with your
audience. Speakers have gestures, voice, and movements to help them
communicate. Writers only have words on paper. How many times have you seen
colleagues get bent out of shape over a misunderstood e-mail? Why? Because the
nonverbal signals available during face-to-face communication are absent.
Recognize this disadvantage in written communication and pay close attention to
the tone.
14.4.6.5. Courtesy. The
first rule of writing is to be polite. Forego anger, criticism, and sarcasm
strive to be reasonable and persuasive. Try not to deliberately embarrass
someone and avoid with a more tactful choice of words.
14.4.6.6. Make it
Personal. When appropriate, use pronouns to create instant rapport,
show concern, and keep your reader involved. Using pronouns also keeps your
writing from being monotonous, dry, and abstract. The pronouns you will
probably use the most are you, yours, we, us, and our. Use I, me, and my
sparingly. One rule of business writing is to put your audience first; so, when
possible, avoid using I as the first word of an opening
sentence and avoid starting two sentences in a row with we or I unless you are
trying to hammer home a point.
14.4.6.7. Formal. ( To be, or not to be ) versus Informal ( hey dude ).
Different communication situations require different levels of formality. The
informal tone is more like a conversation between you and your reader and is
characterized by clear, direct, active language. In today's Air Force, most of
your writing will be informal, though ceremonies and awards may require more
elaborate (formal) language. Whether your tone is formal or informal, you still
need to follow the accepted rules of grammar.
14.4.6.8. Be
Positive. To cultivate a positive tone give praise where praise is
due, acknowledge acceptance before focusing on additional improvements,
and express criticism in the form of helpful questions, suggestions, requests,
recommendations, or clear directives rather than accusations. Your audience
always appreciates sincerity and honesty.
14.5. Step 2 Research
Your Topic.
Whether your goal is to persuade or inform,
you will need more than fancy words to win the day you will need substance as
well as style. Once you re clear on your purpose and audience (Step 1), you
will need to research your topic to uncover information that will support your
communication goals. Before you begin the research, refer to the five
approaches to researching below for the best method for accomplishing
researching.
14.5.1. Approach 1.
Review purpose and scope of the overall project. Sometimes your purpose and
scope will evolve as you learn more about the topic, and you may need to do
some preliminary research just to get smart enough to scope out the effort.
14.5.2. Approach 2. Assign
a deadline as you can easily get lost in the research process. Don t do an
outstanding job of data retrieval, then a marginal job on the presentation
because you ran out of time.
14.5.3. Approach 3. Ask
the boss. Even if you can eventually find the answer on your own, save some
time by asking your supervisor for suggestions on where to start.
14.5.4. Approach 4. Determine
what is known. Before you look for answers outside yourself, look in the
mirror. You may already have valuable knowledge about an assigned research
project. When relying on personal knowledge, be sure to identify and guard
against any biases you may have.
14.5.5. Approach 5. Determine
where to look for information. Coworkers and base personnel are easy because
you can meet with them face-to-face. Office files and references in paper form
and on your computer network may be valuable sources of information. Finally,
the internet and library offer an unlimited supply of information.
14.6. Step 3 Support
Your Ideas.
Once you have researched your topic and
collected information, you need to figure out how to use what you have found to
meet your communication goals. Individual pieces of evidence are used to build
your argument. When identifying some common types of evidence, they may include:
14.6.1. Definition. A
definition is a precise meaning or significance of a
word or phrase.
14.6.2. Testimony. A
testimony uses the comments of
recognized authorities to support your claim. These comments are sometimes
direct quotations or paraphrases, but direct quotations tend to carry more
weight with listeners or readers.
14.6.3. Statistics. The
use of statistics provides a summary of data that allows
your audience to better interpret quantitative information. Statistics can be
very persuasive and provide excellent support if handled competently. Keep them
simple and easy to read and understand. Also, remember to round off your
statistics whenever possible and document the exact source of your statistics.
14.6.4. Example. An
example is a specific instance chosen to represent a
larger fact in order to clarify an abstract idea or support a claim. Good
examples must be appropriate, brief and attention arresting. Quite often they
are presented in groups of two or three for impact.
14.6.5. Fact. A
fact is a noncontroversial piece of data that can be confirmed by observation
or by talking to communally accepted authorities. Be careful to distinguish
facts from inferences, and handle inferences you would like to use in your
research as testimony, not fact.
14.6.6. Explanation:
14.6.6.1. Analysis. The
analysis is the separation of a whole into smaller pieces for further studies;
clarifying a complex issue by examining one piece at a time.
14.6.6.2. Comparison and Contrast. Use
comparison to dramatize similarities between two objects or situations, and
contrast to emphasize differences.
14.6.6.3. Description. A
description is to tell about something in detail, to paint a picture with
words, typically more personal and subjective than a definition.
14.7. Step 4 Organize and Outline.
Select a pattern that enables you and your
readers to move systematically and logically through your ideas from beginning
to conclusion. Some of the most common organizational patterns are listed
below. Your purpose, the needs of your audience, and the nature of your
material will influence your choice of pattern.
14.7.1. Topical.
Use the topical format to present groups of
ideas, objects, or events by categories.
14.7.2. Compare or
Contrast.
Use the compare and contrast style when you
need to discuss similarities and differences between topics, concepts, or ideas.
14.7.3. Chronological.
When using the chronological pattern, you
discuss events, problems, or processes in the sequence of time in which
occurrences take place or should take place (past to present or present to
future).
14.7.4. Sequential.
A step-by-step approach, sequential is
similar to the chronological pattern. Use this approach to describe a sequence
of steps necessary to complete a technical procedure or process.
14.7.5. Spatial or
Geographical.
When using spatial or geographical pattern,
you will start at some point in space and proceed in sequence to other points.
This pattern is based on a directional strategy north to south, east to west,
clockwise or counterclockwise, bottom to top, above and below.
14.7.6. Problem and
Solution.
Use the problem and solution pattern to
identify and describe a problem and one or more possible solutions, or an issue
and possible techniques for resolving the issue. Discuss all facets of the
problem, such as origin, characteristics, and impact.
14.7.7. Reasoning and
Logic.
State an opinion and then make your case by
providing support for your position. Use the reasoning and logic pattern when
your mission is to present research that will lead your audience down the path
to your point of view.
14.7.8. Cause and Effect.
Use the cause and effect pattern to show how
one or more ideas, actions, or conditions lead to other ideas, actions, or
conditions.
14.8. Step 5 Draft.
A draft is not the finished product, and each
sentence does not have to be polished and perfect. The focus is to get your
ideas down on paper. Do not obsess about grammar, punctuation, spelling, and word
choice this all comes later. You do not have to fix every mistake you see. By
periodically checking your outline, you are less likely to lose focus and
include irrelevant information. Break up your draft into a three-part structure
introduction, body, and conclusion.
14.8.1. Introduction.
The introduction captures your audience's
attention, establishes rapport, and announces your purpose. Therefore, the
introduction sets the stage and tone for your message and the direction you
plan to take the audience. A typical introduction has three components:
stage-setting remarks, a purpose statement, and an overview.
14.8.1.1. Stage-setting remarks sets the
tone, captures the audience's attentions, and encourages the audience to read
further. Stage-setting remarks are optional and can be omitted in very short
messages.
14.8.1.2. The purpose statement is the one
sentence you would keep if you had only one. Moreover, the purpose statement
specifically states your purpose, thesis, or main point.
14.8.1.3. The overview clearly presents your
main points, previews your paragraph sequence, and ties your main points to
your purpose.
14.8.2. Body.
This is the heart of your message and
includes the main ideas about your subject and supporting details under each
main idea. The body, depending on the purpose and subject, will typically
consist of several paragraphs. As a general rule a separate paragraph is formed
for each main idea.
14.8.3. Conclusion.
The conclusion is the last and often
neglected part of well-arranged communication. An effective conclusion often
summarizes the main points discussed in the body, and leaves the reader with a
sense of closure. Conclude your communication with positive statements based on
your preceding discussion and avoid bringing up new information. The
introduction and conclusion should balance each other without being identical.
14.8.4. Effective
Paragraphs:
14.8.4.1. Paragraphs are the primary vehicles
for developing ideas. They group related ideas into single units of thought,
separate one unit of thought from another, and alert readers that the writer is
shifting to another phase of the subject.
14.8.4.2. Each paragraph contains a topic
sentence, preferably at the beginning, that prepares the reader for the rest of
the paragraph and provides a point of focus for support details, facts,
figures, and examples. Use supporting ideas to prove, clarify, illustrate, and
develop your main point. The objective is to help the readers see the paragraphs
as integrated units rather than a mere collection of sentences.
14.8.5. Plain Language.
Prepare all Air Force correspondence using
plain language. Plain language means using logical organization; common,
everyday words (except for necessary technical terms); you and other pronouns;
the active voice; and short sentences.
14.8.6. Transitions.
One way to make sure your paragraphs flow
together, both internally and externally, is by using transitions in the form
of words, phrases, or sentences. Internal transitions are used within a
sentence to improve the flow, while external transitions are used to link
separate paragraphs together within the body of the communication.
14.8.7. Effective
Sentences.
To draft clear and concise sentences, choose
clear and concise words and phrases to make up your sentences. There are three
considerations to make when drafting sentences: active voice, smothered verbs,
and parallelism.
14.8.7.1. Write Actively. The
active voice shows the subject as the actor, reaches out to the reader and gets
to the point quickly with fewer words. Whereas the passive voice shows the
subject as receiver of the action.
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EXAMPLES: |
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Instead of: |
Your support is appreciated |
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The IG team will be appointed |
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It is requested that you submit |
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Use: |
I appreciate your support |
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Colonel Crawford will appoint the IG team |
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Please submit |
14.8.7.2. Smothered Verbs. Make
your verbs do the work for you. Weak writing relies on general verbs that take
extra words to complete their meaning. Keep verbs active, lively, specific,
concise and out in front, not hidden.
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EXAMPLES: |
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Instead of: |
The IG team held a meeting to give consideration to the printing issue. |
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Use that format for the preparation of your command history. |
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The settlement of travel claims involves the examination of orders. |
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Use: |
The IG team met to consider the printing issue. |
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Use that format to prepare your command history. |
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Settling travel claims involves examining orders. |
14.8.7.3. Parallel
Construction. Use a consistent pattern when making a list. If your
sentence contains a series of items separated by commas, keep the grammatical
construction similar. Violations occur when writers mix things and actions,
statements and questions, and active and passive instructions. The key is to be
consistent.
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EXAMPLES: |
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Needs Work: |
The functions of a military staff are to advise the commander, transmit instructions, and implementation of decisions. |
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Acceptable: |
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The functions of a military staff are to advise
the commander, transmit instructions, and implement decisions. |
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Needs Work: |
The security force member told us to observe the speed limit and we should dim our lights. |
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Acceptable: 14.8.8. Writer s Block. |
The security force member told us to observe the speed limit and to dim our lights. |
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If you occasionally suffer from writer's
block, you are not alone many experienced writers have a hard time getting
started. The five fears that lead to writer s block are fear of failure, fear
of rejection, fear of success, fear of offending, and fear of running out of
ideas. Some ways to overcome writer s block are:
14.8.8.1. Brainstorm or free write to get
your creative ideas flowing.
14.8.8.2. Write just the topic sentences for
each paragraph.
14.8.8.3. Avoid procrastination.
14.8.8.4. Don t worry about page length, word
count, or some other constraint on the first draft.
14.8.8.5. Bounce ideas off a friend or
coworker.
14.8.8.6. Use visuals, like pictures or diagrams,
to show meaning.
14.8.8.7. Develop rituals or routines to get
in the mood for writing.
14.9. Step 6 Edit
the Draft.
One way to make sure you edit efficiently is
to read your document at least three times to allow yourself to really look
hard at the problem areas that could mess up your product. In the first pass,
look at the big picture; in the second pass, look at paragraph construction;
and in the third pass look at sentences, phrases, and words.
14.9.1. First Pass: The
Big Picture.
Pay attention to the arrangement and flow of
ideas. Here are some ideas to think about:
14.9.1.1. Ensure the purpose statement
answers the original tasker.
14.9.1.2. Review the introduction to ensure
it contains the purpose statement.
14.9.1.3. Compare the introduction and
conclusion to make sure they go together without sounding identical. The
introduction should declare the purpose, and the conclusion should show the
readers the purpose was accomplished.
14.9.1.4. When checking for relevance and
completeness, ensure the paragraphs clearly relate to the purpose statement,
contain all main points, and are arranged in a consistent order.
14.9.2. Second Pass:
Paragraph, Structure, and Clarity.
In the second pass, check whether the main
points and supporting ideas are appropriately organized in paragraphs. For each
paragraph, focus on the following areas:
14.9.2.1. Unity of Focus. Ensure
there is only one main point of the paragraph and all the information in the
paragraph relates enough to be in the same paragraph.
14.9.2.2. Topic Sentence. Ensure
the paragraph has one sentence that captures the central idea of the paragraph.
14.9.2.3. Supporting
Ideas. Ensure sentences expand, clarify, illustrate, and explain
points mentioned or suggested in each main idea. The paragraph should have
enough details to support the central idea without any extra sentences that are
irrelevant to the main point. Also, ensure all transitional words, phrases, and
clauses improve the flow and show proper relationships. Finally, the paragraph
should contain three to seven sentences.
14.9.3. Third Pass:
Sentences, Phrases, and Words.
Look at the details and concentrate on the
small stuff that can sabotage your communication. These details include the passive
voice, unclear language, excessive wordiness, grammatical errors, and spelling
mistakes. Read the paper out loud. This requires the communicator to slow down
and use two senses seeing and hearing which increases the chances of catching
errors. What one sense misses, the other will pick up.
14.10. Step 7 Fight
for Feedback and Get Approval.
Fighting for feedback and getting approval
are both activities that are part of life in the Air Force. Feedback and
coordination are closely linked. If the communicator does a good job at
fighting for feedback, the coordination process becomes much smoother. The
biggest benefit to fighting for feedback is getting a second pair of eyes to
review the communication. Even the best writers and speakers cannot see where the
communication can be made stronger as they become too close to the
communication. Coworkers are usually a good choice because of their familiarity
with the issue and jargon. Also, asking a trusted agent or someone you consider
an expert in a specific area of the communication, such as grammar, is another
choice to obtain feedback.
14.10.1. Feedback.
To give effective feedback, refer to the
following:
14.10.1.1. First, effective feedback is
consistent, objective, and sensitive to the stated purpose. If asked to review
a package, make sure you understand what the person wants from your review and
stick to it.
14.10.1.2. Second, distinguish between
necessary, desirable, and unnecessary changes. A page full of red marks is hard
to interpret. Instead, give the author a sense of what really needs to be
changed.
14.10.1.3. Third, avoid using general
statements. Instead, pinpoint specific problems such as awkward sentences,
grammar, etc. 14.10.1.4. Fourth, concentrate on improving the message's
content, not the style or personal preferences of the author (unless the author
has asked you specifically to comment on writing style). Before providing
feedback, refer to the feedback philosophies in Figure 14.4. Figure 14.4. Feedback Philosophies
|
Feedback: Should describe rather than judge. Is both positive and negative. A balanced
description of other people's work considers both strong and weak points. Strive for being specific rather than
general. Highlight or underline specific items you want to bring to the
author's attention. Direct at behavior the author can control. A suggestion to improve the briefing room's temperature, for example, is probably beyond the author's control. |
14.10.2. Supervisor-Subordinate
Feedback.
Responsibility as a supervisor requires the
need to be tactful and patient, especially when approving and disapproving
subordinate's communications. A supervisor is obligated to help subordinates
improve their work. This obligation may mean helping them to revise or rewrite
their communication, especially if they are inexperienced.
14.10.3. Get Approval.
Formal coordination gives affected
individuals a chance to comment, and helps ensure the best course of action
is presented to the decision maker. To do this you get other offices to
approve what you are proposing through the coordination process. Only after the
package is fully coordinated can you provide the boss with the best course of
action and tell them who is supporting that action.
Section 14C
Writing
14.11. Common Writing Formats.
The principles of effective communication
apply equally well to written and spoken communications. This section will not
repeat these principles but will provide the basic formats of written Air Force
communication. These formats are the most common and familiar ways of preparing
all official and personal correspondence and memorandums.
14.11.1. Official
Memorandum.
Official memorandums are used to communicate
with all Department of Defense agencies. In addition, use official memorandums
to conduct official business outside the government with vendors or contractors
when the personal letter is inappropriate (Figure 14.5).
14.11.1.1. Use printed letterhead,
computer-generated letterhead, or plain bond paper. Only type or print on one
side of the paper using black or blue-black ink, and use 10 to 12-point Times
New Roman font for text.
14.11.1.2. Neatly and legibly correct minor
typographical errors in ink on all correspondence do not redo correspondence to
correct a typographical error that does not change intent. Redo correspondence
to correct a minor error only if the correction is sufficiently important to
justify the time, purpose, and expense.
14.11.2. Personal Letter.
Use the personal letter when your communication
needs a personal touch or when warmth or sincerity is essential. You may use
the personal letter to write to an individual on a private matter for praise,
condolence, sponsorship, etc. Keep the personal letter brief, preferably no
longer than one page, include a salutation element (Dear Xxxx), and a
complimentary close element (usually Sincerely).
Figure 14.5. The Official
Memorandum.
|
DEPARTMENT OF THE AIR FORCE AIR FORCE OCCUPATIONAL MEASUREMENT SQUADRON 24 June 2016 MEMORANDUM FOR ORG/SYMBOL FROM: ORG/SYMBOL Organization Street
Address City
ST 12345-6789 SUBJECT: Sample Memorandum Format
(Not exactly scaled/spaced. Consult AFH 33-337 The Tongue
and Quill) 1. Place the date on the right side of the memorandum 1.75 inches
from the top of the page and 1 inch from the right margin. 2. Type the MEMORANDUM FOR caption in all caps on the second line
below the date. Leave two spaces and then add the recipient's organization
abbreviation and office symbol (ORG/SYMBOL) 3. Type the FROM caption in all caps two line spaces below the
last line of the MEMORANDUM FOR caption. After the FROM element, leave two
spaces followed by the (ORG/SYMBOL) and then the full mailing address of the
originator. 4. Type the SUBJECT caption in all caps, on the second line below
the FROM caption. 5. Begin the text on the second line below the SUBJECT caption.
Number and letter each paragraph and subparagraph. 6. Type the signature element at least three spaces to the right
of page center, five lines below the last line of text. Type the name in
UPPERCASE and include grade and service on the first line, the duty title on
the second line, and the name of the office or organization level on a third
line (if not announced in the heading). 7. Type Attachments: at the left margin, three lines below the
signature element. Do not number when there is only one attachment; when
there are two or more attachments, list each one by number in the order
referred to in the memorandum. Describe each attachment briefly. Cite the
office of origin, type of communication, date, and number of copies (in
parentheses) if more than one. John D. Bray JOHN D. BRAY, GS-13, DAF
Human Resources Manager 2 Attachments: 1. HQ USAF/DP Memo, 24 Jun 2016 2. AFOMS/CC Msg, 122300Z Mar 16 |
14.11.3. Memorandum for
Record (MFR or MR).
The MFR has three forms: the separate-page
MFR, the explanatory note, and the compact note.
14.11.3.1. Separate-Page
Memorandum for Record. The separate-page MFR is based on the official
memorandum but omits the FROM: since the writer is both the sender and
receiver. This MFR is an in-house document to record information that would
otherwise not be recorded in writing (for example, a telephone call, results of
a meeting, or information passed to other staff members on an informal basis).
People who work together every day generally pass most information to their
coworkers verbally, but there are times when information should be recorded and
kept on file. A memorandum for record is the right tool for this purpose.
Figure 14.6 illustrates the format for the separate page MFR.

14.11.3.2. Explanatory
Note Memorandum for Record. The explanatory note memorandum for record
is usually on the file copy of most correspondence (Figures 14.7 and 14.8).
This memorandum for record gives the reader a quick synopsis of the purpose of
the correspondence, tells who got involved, and provides additional information
not included in the basic correspondence. By reading both the basic
correspondence and the memorandum for record, readers should understand enough
about the subject to coordinate on or sign the correspondence without having to
call or ask for more information. If the basic correspondence really does say
everything, an explanatory memorandum for record may not be required. However,
some organizations require you to acknowledge that you have not merely
forgotten the memorandum for record by including memorandum for record:
Self-explanatory on the file copy.
Figure 14.7. Explanatory Note.
MEMO FOR RECORD 28
Jun 16
Omit the subject when typing the explanatory
note memorandum for record on the record copy. If space permits, type the
memorandum for record and date two lines below the signature block. When there
is
not enough space,
type MFR ATTACHED or MFR ON REVERSE and put the memorandum for
record on a separate sheet or on the back of the record copy
if it can be read clearly. Number the paragraphs when there are more than one.
The signature block is not required; merely sign your last name after the last
word of the memorandum for record.
Figure 14.8. Compact Note.
14.12. Writing Accomplishment
Impact Bullet Statements.
At some point in your career, you may be
required to write bullet statements for an enlisted performance report; Air
Force IMT 1206, Nomination for Award; bullet background paper; or
other Air Force communication. The key to writing an effective bullet statement
consists of three steps:
14.12.1. Step 1: Extract
the Facts.
Getting started can be the hardest part of
bullet statement writing. The key is to collect all of the information you can
find relevant to the actual accomplishment. First, gather as much information
as you can, then sort through the information collected. When sorting the
information:
14.12.1.1. Isolate and record the specific
action the person performed.
14.12.1.2. Mark the action with a power verb
that best describes the action (for example, repaired, installed, designed,
etc.).
14.12.1.3. Document related numerical
information (number of items fixed, dollars saved, man-hours expended, people
served, pages written, etc.).
14.12.1.4. Document how this accomplishment
impacted the bigger picture and broader mission of the unit, group, wing,
installation, command or Air Force.
14.12.1.5. Once captured, review each item
and test to see if the item is truly associated with the single accomplishment
identified earlier.
14.12.2. Step 2: Build the
Structure.
The next step is to take the sorted
information and organize the information into an accomplishment-impact bullet.
There are two components: the accomplishment element and the impact element.
14.12.2.1. Accomplishment
Element. The accomplishment element should always begin with an action
and only focus on one single accomplishment. Most of the time this action takes
the form of a strong action verb such as conducted, established, or led. If you
need to give action verbs an added boost, you can use an adverb such as
actively, energetically, or swiftly to modify the verb. For a more complete
list of verbs and adverbs, refer to Air Force Handbook 33-337, The Tongue and Quill.
14.12.2.2. Impact Element. The
impact element part of the bullet statement explains how the person's actions
have had an effect on the organization. The impact element can show varying
levels of influence, such as the person's actions connected to significant
improvements to a work center's mission, a unit's mission, or as broad as the
entire Air Force.
14.12.3. Step 3:
Streamline the Final Product.
Streamlining the final product is refining
the bullet statement to make it accurate, brief, and specific.
14.12.3.1. Accuracy. For
anything to be accurate, it must be correct. Avoid exaggerating the facts.
14.12.3.2. Brevity. When
editing for brevity, use the shortest, clearest, yet most descriptive words to
the reader and reduce unnecessary words.
14.12.3.3. Specificity. Convey
the facts in detail; resist the urge to estimate or generalize. Instead, use
exact numbers or dollar amounts.
Section 14D
Face-to-Face: Speaking and Listening
14.13. Air Force Speaking.
This section focuses on spoken communication
both speaking and listening.
14.13.1. Verbal
Communication.
An effective voice drives home ideas or
information. The speaker has control over such things as rate, volume, pitch,
and pause. The techniques used to create interest and help increase
communication include:
14.13.1.1. Rate. There
is no correct rate of speed for every speech; however, consider this: the
average processing rate is 500 words per minute and the average speaking rate
is 180 words a minute. Speak too slowly, and the audience will lose interest;
on the other hand, speak too fast and the speech will become unintelligible.
The key is to vary the rate of speech to hold the audience's attention and to
add emphasis.
14.13.1.2. Volume. Another
verbal technique that can give emphasis to a speech is volume. If possible,
check out the room to know how loudly you must talk, remembering you will need
to talk louder with a crowd since the sound is absorbed. Remember your voice
will carry further when the room is empty versus full. If the audience must strain
to hear you, they will eventually tune you out from utter exhaustion. Speak
louder or softer to emphasize a point a softer level or lower volume is often
the more effective way to achieve emphasis.
14.13.1.3. Pitch. The
use of notes, higher or lower, in the voice is called pitch. Speakers use pitch
changes in vowels, words, or entire sentences. Use a downward (high to low)
inflection in a sentence for an air of certainty, and an upward (low to high)
inflection for an air of uncertainty. Variety in speech pitch helps to avoid
monotone and to capture the listener's attention.
14.13.1.4. Pause. The
pause technique gives the speaker time to catch his or her breath and the
audience time to collect the speaker's ideas. The pause technique serves the
same function as punctuation in writing. Short pauses usually divide points
within a sentence and longer pauses note the ends of sentences. The speaker can
also use longer pauses for breaks from one main point to another, from the body
to the conclusion of the speech, or to set off an important point worthy of
short reflection.
14.13.1.5. Articulation
and Pronunciation. Articulation is the art of expressing words
distinctly. Pronunciation is the ability to say words correctly. People can
articulate their thoughts and still mispronounce words while doing so.
Unfortunately (and unfairly), many people consider word pronunciation or
mispronunciation a direct reflection on the speaker's intelligence. If you are
not sure of the pronunciation, consult a current dictionary.
14.13.1.6. Length. The
length of a presentation is crucial. A key rule in verbal communication is
short and sweet.
Be prepared, know what you want to say, then
say what you want to say with your purpose and audience in mind.
14.13.2. Nonverbal
Communication.
Actually presenting the talk is the hardest
part for many people. How can body movement, voice, and sincerity enhance a
presentation? Communications experts tell us that over half of our meaning may
be communicated nonverbally. Although nonverbal meaning is communicated through
vocal cues, much meaning is carried by the physical behaviors of eye contact,
body movement, and gestures.
14.13.2.1. Eye Contact. This
is one of the most important factors in nonverbal communication. Nothing will
enhance the delivery more than effective eye contact with the audience. Eye
contact is important for three reasons. First, lets the listeners know the
speaker is interested in them. Second, effective eye contact allows you to
receive nonverbal feedback from the audience. Third, effective eye contact
enhances the credibility of the speaker.
14.13.2.2. Body Movement. Good
body movement is important because body movement catches the eye of the
listener. Effective body movement can be described as free and purposeful.
While not essential, the speaker should feel free to move around in front of
the audience. When looking at note cards, speakers should drop their eyes, not
their head.
14.13.2.3. Gestures. Gestures
are the purposeful use of the hands, arms, shoulders, and head to reinforce
what is being said. Effective gestures are both natural and purposeful.
Fidgeting with a paperclip, rearranging or shuffling papers, and constantly
clicking a pen are distracting to the audience.
14.13.3. Delivery Formats.
Your approach to delivery of the spoken
message is usually affected by several factors, including the time you have to
prepare and the nature of the message. Three common delivery formats are:
14.13.3.1. Impromptu. Speaking
when we respond during a meeting or take the floor at a conference. Speakers
may do this when they have to speak publicly without warning or with only a few
moments' notice. To do impromptu speaking well requires a great amount of
self-confidence, mastery of the subject, and the ability to think on your feet.
A superb impromptu speaker has achieved the highest level in verbal
communications.
14.13.3.2. Prepared
(Formally Extemporaneous). Prepared speaking or briefing refers to
those times when we have ample opportunity to prepare. This does not mean the person
writes a script and memorizes the script, but prepared delivery does require a
thorough outline with careful planning and practicing. The specific words and
phrases used at the time of delivery, however, are spontaneous and sound very
natural.
14.13.3.3. Manuscript. A
manuscript briefing is the delivery format that requires every word spoken to
be absolutely perfect. The disadvantage of a manuscript briefing is that people
demonstrate a tendency to lack spontaneity, lack eye contact, and they stand behind
the lectern with their script.
14.13.4. Types of Speaking.
Types of speaking used in the Air Force
include briefing, teaching lecture, and formal speech.
14.13.4.1. Briefing. The
best military briefings are concise and factual. Their major purpose is to
inform listeners about a mission, operation, or concept. Some briefings direct
or enable listeners to perform a procedure or carry out instructions. Other
briefings advocate, persuade, or support a certain solution and lead the
audience to accept the briefing. Every good briefing has the qualities of
accuracy, brevity, and clarity. Accuracy and clarity characterize all good
speaking, but brevity distinguishes the briefing from other types of speaking.
A briefer must be brief and to the point and should anticipate some of the
questions that may arise. If a briefer cannot answer a question, he or she
should not attempt an off-the-top-of-the-head answer. Instead, he or she should
admit to not knowing the answer and offer to provide the answer later.
14.13.4.2. Teaching
Lecture. The teaching lecture is the method of instruction most often
used in the Air Force. As the name implies, the primary purpose of a teaching
lecture is to teach students about a given subject. Teaching lectures are
either formal or informal. Formal lectures are generally one-way with no verbal
participation by the students. Informal lectures are usually presented to
smaller audiences and allow for verbal interaction between the instructor and
students.
14.13.4.3. Formal Speech. A
formal speech generally has one of three basic purposes: to inform, persuade,
or entertain. The informative speech is a narration concerning a specific topic
but does not involve a sustained effort to teach. Orientation talks and
presentations at commander's call are examples of informative speeches. The
persuasive speech is designed to move an audience to believe in or take action
on the topic presented. Recruiting speeches to high school graduating classes
and court-martial summations are speeches primarily developed to persuade. The
entertaining speech gives enjoyment to the audience. The speaker often relies
on humor and vivid language to entertain listeners. A speech to entertain is
appropriate at a Dining-Out.
14.14. Effective Listening:
14.14.1. Understanding the
Listening Process.
To better understand the listening process,
let's begin by distinguishing between hearing and listening. Hearing occurs
when your ears pick up sound waves being transmitted by a speaker or some other
source. Hearing requires a source of sound and an ear capable of perceiving
sound. Hearing does not require the conscious decoding of information.
14.14.2. Listening To Make
Sense.
Listening, on the other hand, involves making
sense out of what is being transmitted. Listening involves not only hearing, it
involves attending to and considering what is heard. Effective listening is an
active process. Active listening involves exerting energy and responding
appropriately in order to hear, comprehend, evaluate, and remember the message.
14.14.3. The Importance of
Listening.
Listening is especially important in the Air
Force, and actually in any military unit. Success is literally a matter of life
and death, and we routinely maintain/operate equipment worth millions of
dollars. Receiving, comprehending, and remembering spoken information is
critical. Any miscommunication is potentially catastrophic. Effective listening
helps to build the trust and mutual respect needed to do our jobs. Military
personnel must understand their team members and the situation. Leaders with
good listening skills often make better decisions and have a stronger bond with
their Airmen.
14.14.4. Pick the Right
Tool for the Job: Informative, Critical, or Empathic Listening.
There are different situations where
listening is important and different reasons to listen. Everyone must understand
the importance for
acknowledging and identifying these differences because appropriate listening
behaviors in one situation are sometimes inappropriate in another situation.
14.14.4.1. Informative
Listening. In informative listening, the listener's primary concern is
to understand information exactly as transmitted. A successful listening
outcome occurs when the listener understands the message exactly as the sender
intended. Suggestions for improving informative listening are to:
14.14.4.1.1. Keep an Open
Mind. If the primary goal is to understand the message, set aside your
preconceptions about the topic and just listen.
14.14.4.1.2. Listen as if
You Had to Teach It. Typically, we expend more effort to understand a
subject when we know that we have to teach a subject to someone else. By taking
this approach, we have the mental fortitude to focus longer, ask questions when
we do not understand, and think more deeply on a topic.
14.14.4.1.3. Take Notes. Focus
on main points, and do not attempt to capture everything.
14.14.4.1.4. Respond and
Ask Appropriate Questions. Good informative listening questions help
you clarify and confirm your understanding of the message.
14.14.4.1.5. Exploit the
Time Gap Between Thinking and Speaking Speeds. The average speaking
rate is 180 words per minute; the average processing rate is 500 words per
minute. Use this extra time to mentally repeat, forecast, summarize, and
paraphrase the speaker's remarks.
14.14.4.2. Critical
Listening. Critical listening is usually thought of as the sum of
informative listening and critical thinking. The listener is actively analyzing
and evaluating the message the speaker is sending. Critical listening is
appropriate when seeking input to a decision, evaluating the quality of staff
work or a subordinate's capabilities, or conducting research. Suggestions for
improving critical listening are to:
14.14.4.2.1. Take
Notes. As with informative listening, focus on main points, and do not
attempt to capture everything.
14.14.4.2.2. Listen as if
You Had to Grade It. One of the few things more difficult than
teaching is grading another's work. By taking this approach, we have the mental
fortitude to focus longer, ask questions when we do not understand, and think
more deeply on a topic.
14.14.4.2.3. Exploit the
Time Gap Between Thinking and Speaking Speeds. Critical listening is
different from informational listening in that you need to try to understand
first and evaluate second. Even when you are listening critically, do not
mentally argue with the speaker until the message is complete.
14.14.4.2.4. Ask
Appropriate Questions. Good critical listening questions will be
probing in nature to thoroughly evaluate the intellectual content of the
speaker's message.
14.14.4.3. Empathic
Listening. Empathic listening is often useful when communication is
emotional or when the relationship between speaker and listener is just as
important as the message. Use this type of listening as a first step in the
listening process, a prerequisite to informational or critical listening.
Empathic listening is often appropriate during mentoring and nonpunitive
counseling sessions and is very helpful when communicating with family members.
Section 14E Electronic
Communications and the Internet
14.15. E-mail.
E-mail is defined as the electronic
transmission of information over computer-based messaging systems. Recent
technological advancements have increased opportunities for more timely,
efficient, and effective text-based communications. These advancements
facilitated the explosive growth of e-mail use throughout the Air Force at all
levels. To uphold a commitment to secure messaging, the Air Force has
established guidelines to ensure standardized and responsible use by all Air
Force members.
14.16. Identity Management.
A vital element for messaging security is the
implementation of public key infrastructure and common access cards for
identity management. Public key infrastructure allows for the authentication of
the sender identity using a digital signature and the encryption and decryption
of the message. Users of Department of Defense electronic messaging are
directed to follow current Air Force guidance for the use of public key
infrastructure to sign and encrypt e-mail.
14.17. Defense Message System.
The
defense message system is the core messaging system of record for the
Department of Defense and the Air Force.
Defense message system is a flexible,
commercial-off-the-shelf based application that provides messaging services to
all Department of Defense users (including deployed tactical users) and
interfaces to other United States government agencies, allied forces, and
defense contractors.
14.18. Air Force Organizational
Messaging.
Organization simple mail transfer protocol
mailboxes may be used for all organizational messaging requirements unless
usage of defense message system is required in support of combatant command
responsibilities.
14.19. Individual
Responsibilities.
All government communications systems are
subject to monitoring, interception, search, and seizure for all authorized
purposes. Government-provided messaging systems are for official use and
limited authorized personal use only. Individuals must:
14.19.1. Maintain responsibility for the
content of their electronic messages and ensure that messages sent adhere to
acceptable use of Internet-based capabilities.
14.19.2. Maintain sent and received
information according to Air Force records management directives. Emails may be
subject to requests under the freedom of information act, litigation, and court
orders. If requested, individuals are responsible for reviewing messages in
email accounts and all backups to locate responsive material.
14.19.3. Adhere to local policy on sending
electronic messages to a large number of recipients. Digital images, as well as
mass distribution of smaller messages, may delay other traffic, overload the
system, and subsequently cause system failure.
14.19.4. Adhere to local policy when sending
an electronic message to mail distribution lists. Use web pages or electronic
public folders for unofficial electronic messages (i.e., booster club
activities, etc.).
14.19.5. Only reply to electronic messages
that absolutely require a response and minimize the use of the Reply to All
function.
14.19.6. Bear sole responsibility for
material sent.
14.19.7. Properly coordinate and staff
electronic messages according to local directives.
14.19.8. Take appropriate action on
non-delivery notices or message rejects to ensure messages reach the intended
recipient.
14.19.9. Not auto-forward electronic messages
from the .mil domain to a commercial internet service provider.
14.19.10. Not indiscriminately release electronic
messaging addresses to the public. For further information reference the Air
Force Freedom of Information Act; Release of Email Addresses.
14.20. Privacy Act Information.
The Privacy Act of 1974 requires agencies to
provide safeguards to ensure the security and confidentiality of records and to
protect individuals against an invasion of personal privacy. Exercise caution before
transmitting personal information over e-mail to ensure the message is
adequately safeguarded. When information is so sensitive and personal, e-mail
is not the proper way for transmitting this information. When sending personal
information over e-mail within Department of Defense, ensure:
14.20.1. There is an official need.
14.20.2. All addressees (including cc
addressees) are authorized to receive personal information under the Privacy
Act.
14.20.3. For official use only is added to
the beginning of the subject line, followed by the subject, and apply the
following statement at the beginning of the e-mail: This e-mail contains for
official use only information which must be protected under The Privacy Act and AFI 33-332. Do not indiscriminately apply this statement to
e-mails and use only in situations when you are actually transmitting personal
information.
14.21. E-mail Protocol.
E-mail protocol provides guidelines for
proper behavior while on-line. There are many ways to make social blunders and
offend people when you are posting. Respect the social culture, and remember
that the net is multicultural. Nuances get lost in transmission.
14.21.1. Rule 1 Be Clear and Concise:
14.21.1.1. Make sure the subject line
communicates your purpose. Be specific and avoid
ambiguous titles.
14.21.1.2. Lead with the most important
information. If the goal is to answer a question, then paste the question at
the top of the page for clearer understanding.
14.21.1.3. Use topic sentences if the e-mail
has multiple paragraphs.
14.21.1.4. Be brief and stick to the point.
Address the issue, the whole issue, and nothing but the issue.
14.21.1.5. Use bold, italic, or color to
emphasize key points.
14.21.1.6. Choose readable fonts. Use 12
point or larger when possible.
14.21.2. Rule 2 Watch Your Tone:
14.21.2.1. Be polite. Treat others as you
want to be treated. Think of the message as a personal conversation.
14.21.2.2. Be careful with humor, irony, and
sarcasm. Electronic postings are perceived much more harshly than they are
intended, mainly because the receiver cannot see the sender's body language or
hear the tone of voice, or any other nonverbal cues that make up 90 percent of
interpersonal communications.
14.21.2.3. DON T SHOUT. Do not write using
all CAPITAL LETTERS this is the e-mail equivalent of shouting and is considered
rude.
14.21.2.4. Keep the email clean and
professional. E-mail is easily forwarded. Harassing, intimidating, abusive, or
offensive material is unacceptable.
14.21.3. Rule 3 Be Selective About What Message You Send and Do Not:
14.21.3.1. Discuss controversial, sensitive,
for official use only, classified, personal, Privacy Act, or unclassified
information requiring special handling of documents.
14.21.3.2. Forget operations security.
Remember operations security, even unclassified information, when brought
together with other information, can create problems in the wrong hands.
14.21.3.3. Create junk mail, forward email,
or put email on a bulletin board.
14.21.3.4. Create or send chain letters. They
waste time and tie up the system.
14.21.3.5. Use e-mail for personal ads.
14.21.4. Rule 4 Be Selective About Who Gets Your Message:
14.21.4.1. Reply to specific addressees to
give those not interested a break.
14.21.4.2. Use reply all sparingly.
14.21.4.3. Get permission before using large
mail groups.
14.21.4.4. Double-check the address before
mailing, especially when selecting from a global list where many people have
similar last names.
14.21.5. Rule 5 Check Your Attachments and Support Material:
14.21.5.1. Ensure all information is provided
the first time to keep from repeating e-mail just to add another fact.
14.21.5.2. Before sending ensure that you
have attached the attachments; this is the most common mistake.
14.21.5.3. Cite all quotes, references, and
sources. Respect copyright and license agreements.
14.21.6. Rule 6 Keep Your E-mail Under Control:
14.21.6.1. Sign off the computer when you
leave your workstation.
14.21.6.2. Create mailing lists to save time.
14.21.6.3. Read and delete files daily.
Create an organized directory on your hard drive to keep mailbox files at a
minimum. Ensure record copies are properly identified and stored in an approved
filing system.
14.21.6.4. Acknowledge important or sensitive
messages with a reply to sender; for example, Thanks, done, I will start
working the details in the email immediately, etc.
14.21.6.5. When away from your e-mail for an
extended period, consider setting up an Auto Reply message to let people know
how long you will be unavailable via e-mail, as well as providing alternate
points of contact for questions that require immediate answers or response.
14.22. The Internet.
Use of the Web or web technologies continues
to increase as a technique for obtaining and disseminating information
worldwide. The Web or Internet provides the capability to quickly and
efficiently disseminate information to and access information from a variety of
governmental and nongovernmental sources. Web content must be managed in
compliance with all information management policies and procedures. 14.22.1. Use of Internet Resources by Government Employees.
The Internet provides an indispensable source
for information from a variety of governmental and nongovernmental sources. The
Air Force goal, within acceptable risk levels, is to provide maximum
accessibility to Internet resources for personnel requiring access for official
business.
14.22.2. Appropriate Use.
Government-provided hardware and software are
for official use and limited authorized personal use only. Limited personal use
must be of reasonable duration and frequency that have been approved by the supervisors
and do not adversely affect performance of official duties, overburden systems
or reflect adversely on the Air Force or the Department of Defense.
14.22.3. Inappropriate Use.
Using the Internet for other than official or
authorized purposes may result in adverse administrative or disciplinary
action. The following are specifically prohibited:
14.22.3.1. Use of Federal government
communications systems for unauthorized personal use.
14.22.3.2. Uses that would adversely reflect
on the Department of Defense or the Air Force such as chain letters, unofficial
soliciting, or selling except on authorized Internet-based capabilities
established for such use.
14.22.3.3. Unauthorized storing, processing,
displaying, sending, or otherwise transmitting prohibited content. Prohibited
content includes: pornography, sexually explicit or sexually oriented material,
nudity, hate speech or ridicule of others on the basis of protected class
(e.g., race, creed, religion, color, age, sex, disability, national origin), gambling,
illegal weapons, militancy/extremist activities, terrorist activities, use for
personal gain, and any other content or activities that are illegal or
inappropriate.
14.22.3.4. Storing or processing classified
information on any system not approved for classified processing.
14.22.3.5. Using copyrighted material in
violation of the rights of the owner of the copyrights. Consult with the
servicing Staff Judge Advocate for fair use advice.
14.22.3.6. Unauthorized use of the account or
identity of another person or organization.
14.22.3.7. Viewing, changing, damaging,
deleting, or blocking access to another user's files or communications without
appropriate authorization or permission.
14.22.3.8. Attempting to circumvent or defeat
security or modifying security systems without prior authorization or
permission (such as for legitimate system testing or security research).
14.22.3.9. Obtaining, installing, copying,
storing, or using software in violation of the appropriate vendor's license
agreement.
14.22.3.10. Permitting an unauthorized
individual access to a government-owned or government-operated system.
14.22.3.11. Modifying or altering the network
operating system or system configuration without first obtaining written
permission from the administrator of that system.
14.22.3.12. Copying and posting of for
official use only, controlled unclassified information, critical information),
and/or personally identifiable information on Department of Defense owned,
operated, or controlled publically accessible sites or on commercial
Internet-based capabilities.
14.22.3.13. Downloading and installing
freeware/shareware or any other software product without designated accrediting
authority approval.
14.22.4. Malicious Logic
Protection.
Protect information systems from malicious
logic (e.g., virus, worm, Trojan horse) attacks by applying a mix of human and
technological preventative measures. Scan approved removable media devices for
viruses before and after use if scans are not automated. Report any suspected
information systems abnormalities (i.e., antivirus errors, virus alerts,
unexpected file size increases, unexpected disk access, strange activity by
applications, etc.) immediately to the organizational information assurance
officer.
14.22.5. Operations
Security and the Internet.
When accessing internet-based capabilities
using Federal Government resources in an authorized personal or unofficial
capacity, individuals shall comply with operations security guidance (AFI
10-701, Operations Security) and shall not represent the
policies or official position of the Air Force or Department of Defense.
Section 14F
Conducting an Effective Interview
14.23. Introduction.
Many Air Force positions require a job
interview. Knowing how to prepare for and conduct yourself during this process
can go a long way toward helping you get that special duty or some other
much-coveted job in the Air Force. This section is designed to help you prepare
for and succeed in conducting an effective Air Force interview:
14.23.1. Purpose of Interviews. So,
you ve found a new job in the Air Force one that requires special talents and
experience; one that requires you to gather letters of recommendation, submit a
resume, and provide copies of your last five enlisted performance reports
(EPR); and one that requires you
to sit through a job interview. If you ve ever completed a special duty
assignment or worked at certain headquarters assignments, chances are you ve
already sat through a job interview. However, for many Airmen out there, the
Air Force job interview is a new experience one requiring preparation,
practice, and perseverance.
14.23.1.1. Before you set off for that
interview, there are a few things you will need to understand about the
interview process. First, you need to understand the purpose of the job
interview. All job interviews are designed with one goal in mind: to find the
right person for a particular job. As military members, many of you will sit
through job interviews to get that special job or position you ve been looking
for. Understanding that employers may have to interview several member for the
position, should give you some respect for the process and help you understand
that your goal in an interview is to convince the interviewer that you are the right person for the job.
14.23.1.2. The second thing you should know
about interviews is that they are a two-way process. You are not only
interviewing for a job; you are interviewing the prospective employer to see if
you actually want the job. Are you willing to spend the next 2-3 years of your
career in this organization? Are you willing to work under the conditions laid
out in the job description? Are you willing to make a permanent change of
station for the position? There are a host of other concerns you should have in
mind when preparing for the interview, many of which should center on your
desire for the job and working in the new organization.
14.23.1.3. Third, you need to understand that
interviews are information-sharing events between you and the interviewer. Your
job is to convince the interviewer that your unique knowledge, skills, and
abilities are a perfect match for the position you re seeking. Conversely, the
interviewer's job is to sift through reams of information gathered from
numerous interviews and eventually match the right person
to the position. The interviewer is basically asking each interviewee the same
question: Why should I hire you? while all interviewees are also highlighting their
particular skills for the job.
14.23.2. Types of
Interviews. As you ve just read, the purpose of the interview is to
find the best person for the job. However, interviews can be conducted in
several different ways. 14.23.2.1. Face-to-face Interviews:
14.23.2.1.1. Face-to-face interviews usually
take place in one of two formats: the individual interview or the panel
interview. The individual interview may be the person who will supervise you or
someone higher in the chain of command. Hiring decisions are often made based
on this type of interview. Count on discussing your skills, experience, and
training, and how they all relate to the job.
14.23.2.1.2. A selection panel or board
interview is frequently used when organizations are filling a managerial
position. Usually, three or more people sit on the board, and all candidates
are asked the same questions. A selection board interview usually involves more
structured questions than an individual interview. This interview can be
stressful because you have to answer questions from several people. Be sure to
make eye contact with everyone on the panel. When answering a question, you
should make eye contact with the person asking the question.
14.23.2.2. Phone
Interviews:
14.23.2.2.1. The phone interview is another
strategy organizations use to select highly qualified Airmen. In this
situation, the hiring organization interviews applicants over the phone. These
interviews are sometimes used to make first-round cuts to the applicant pool.
14.23.2.2.2. If you apply for a special
assignment, chances are the location will be away from your current assignment.
In this case, the hiring organization usually conducts the entire interview
over the phone. In these situations, there are no second chances to make a good
impression, and decisions are based strictly on the phone interview.
14.23.3. Interviewing:
14.23.3.1. Pre-interview
Preparations:
14.23.3.1.1. One of the first things you need
to do to prepare for any Air Force job interview is to carefully study the job
advertisement or position description. This provides you with information on
the particular knowledge, skills, and abilities for which the hiring
organization is looking. What experience or skills are required for the job? Do
you have the required experience or skills? Note the key responsibilities of
the job and try to match your knowledge, skills, and abilities to those
requirements and you should make the connections now because you will be asked
to do the very same thing during the interview. This first step helps you
understand how your talents measure up to the requirements for the position you
re seeking.
14.23.3.1.2. The next step is to gather all
required information and documentation for the application process. In many
cases, you will need to submit past EPRs, a personnel report on individual
personnel, a resume, letters of recommendation, and a cover letter. A targeted
resume and letters of recommendation should highlight your particular
knowledge, skills, and abilities, and relate them to the position for which you
re applying. A cover letter should target one or two strengths not mentioned in
your EPRs, resume, or letters of recommendation.
14.23.3.1.3. One important aspect to consider
before the interview is to conduct research on the mission and history of the
hiring organization before the interview. Who are the commander and senior
enlisted members of the organization? How large is the organization? What are
the mission and vision statements? If you know someone who works in the
organization, you should call him or her and ask some particular questions
about the organization. Are there any mission changes in the foreseeable
future? How many enlisted personnel are assigned there? Has the organization
done anything noteworthy in the past 2 or 3 years? The more you know about the
organization, the better job you will do of convincing potential employers that
you care about the organization, as well as the job you re seeking.
14.23.3.1.4. When preparing for any
interview, think about and write down your strengths and weaknesses. Identify
two or three strengths that target the knowledge, skills, and abilities in the
job advertisement. Next, identify one or two weaknesses that can be turned into
strengths (for example, I m detail oriented but not a micromanager). Putting
your strengths and weakness on paper allows you to study and become intimately
familiar with them and builds your confidence as you prepare for the interview.
As you write down your strengths and weaknesses, develop specific examples that
highlight your skills. You will be asked to provide examples of your experience
during the interview. Developing examples before the
interview can only help make the interview flow more smoothly.
14.23.3.1.5. Use job descriptions and bullets
from past EPRs to develop possible questions employers might ask during the
interview. Remember, employers know exactly what they are looking for, and they
are using the interview process to find the right person to fill the position.
Put yourself in the interviewer's shoes and develop a set of questions you
would ask if you were them. Then, develop answers to the questions you just
came up with. If your EPRs were sent as part of the application package, you
can bet some of the questions will be targeted toward specific achievements
highlighted. Include specific, concrete examples that not only highlight your
skills but also tie directly to the specific requirements of the job. Some
examples of areas to concentrate on are: (1) problem-solving skills; (2)
thoughts on Air Force transformation; (3) team-building skills; (4) how you
support the Chief of Staff of the Air Force priorities; (5) leadership
philosophy; (6) ability to adapt and work in fast-paced environments; (7)
handling criticism; and (8) decision making ability.
14.23.3.1.6. Also, be able to answer the
following questions: Why should I hire you?
How soon can you report? If applicable, how does your family feel about the
move? Where do you see yourself in 2 to 3 years? Are there any personal issues
that may prevent you from accepting or performing in this position?
14.23.3.1.7. Develop a list of questions to
ask potential employers. Interviewers expect candidates to ask intelligent,
thoughtful questions concerning the organization and the nature of the work.
The nature and quality of your questions reveals your interest in the organization
and the position you re seeking. Ensure your questions are employer-centered;
avoid self-centered questions that might indicate you are primarily interested
in knowing about the benefits of the position. Potential questions should
center on (1) duties and responsibilities of the job; (2) possible mission
changes in the organization; (3) chain of command or lines of responsibility;
(4) unique requirements of the organization; and (5) a typical day in the
organization.
14.23.3.1.8. Finally, you need to practice,
practice, practice. Practice how you will get out of
your car. Practice how you will walk into the room. Practice how you will
answer questions. Practice how you will ask questions. Practice your
nonverbals. Practice anything you think you will do before, during, or after
the interview. This will make you more comfortable and confident and will help
you perform better during the interview. If possible, have friends and family
conduct mock interviews. Practice in front of a mirror if mock interviews are
impossible or impractical. The bottom line here is practice, practice, practice!
14.23.3.2. Listening
Skills. Listening during the interview is as essential to your success
as talking openly and honestly about knowledge, skills, and abilities. Concentrate
on what is being said and how it is said, rather than how you are doing. By
listening to the interviewer's statements, comments, and questions, you gain a
better understanding of the organization and what workplace would be like to
work there. If you pay close attention, you can probably hear the questions
behind the questions' your interviewer asks. In other words, pay close
attention and read between the lines for what is not being said in the interview, and you can probably
pick up useful nuggets of information that can benefit you during the
interview. For instance, if the interviewer continually asks about your ability
to develop and motivate teams or seems to refer to getting teams to work
better, you may pick up a possible team-development issue within the
organization. With this information, you can sell your ability to lead and
motivate teams and possibly land yourself the job.
14.23.4. The Actual
Interview.
As mentioned earlier, most will be
interviewed in one of two ways: by phone or in person. If conducted by phone,
the interview begins the moment you pick up the phone and ends once you hang
up. On the other hand, personal interviews begin the moment you get out of your
car and end when you drive out of the parking lot. Either way, the interview is
the one best chance you have of selling yourself to any potential employer.
Whether you interview by phone or in person, there are certain rules you should
keep in mind: (1) keep your answers concise; limited to about 2-3 minutes; (2)
provide specific examples of your skills and achievements; (3) tie your
strengths to the requirements of the job; (4) ask questions; (5) maintain a
conversational tone throughout the interview; and (6) keep important documents
nearby (such as EPRs, resumes, letters of reference, etc.).
14.23.4.1. The Phone
Interview.
To some, the phone interview may seem less
important than a personal interview because the interview is conducted from
different locations and removed from direct observation of the interviewer.
However, in many aspects, the phone interview is more difficult than a personal
interview. For instance, in a personal interview you can usually gauge how the
interview is going by paying attention to the interviewer's nonverbals. On the
other hand, with a phone interview there are no visual cues to tell you how you
are doing. Therefore, there are some areas you will have to pay close attention
to if you want to successfully navigate through a phone interview. Here are a
few tips to help you succeed:
14.23.4.1.1. Smile during the interview, just
as you would in a personal interview. While hiding behind a phone allows you to
disguise your body language, there is no way you can disguise your vocal cues
due to nonverbals. Smiling during a phone interview keeps you energetic and
helps project enthusiasm.
14.23.4.1.2. Keep a mirror in front of you
during the interview. This allows you to see your own expressions and will help
to ensure you are smiling and paying attention to your body language. Just
because the interviewer can t see you doesn t mean he or she is not listening
for details of your nonverbal responses during the interview. A mirror also
ensures you conduct yourself in much the same way you would in a personal
interview. You would not put your feet on a desk during a personal interview,
would you? Of course not! So keep your feet off your desk during a phone
interview. Believe it or not, your body posture naturally reflects in your
voice. If your posture is slacking while you are on the phone, you can bet your
vocal tone will convey that. Keeping a mirror in front of you will help you
focus on your body language and nonverbal responses.
14.23.4.1.3. Know when to speak, and then
when to stop. In a personal interview, you can usually tell from the
interviewer's nonverbals when you need to wrap up an answer or move on. Phone
interviews are often filled with long, silent pauses. Do not feel that you need
to fill that dead space with conversation. Pay close attention to the tone of
the interviewer's voice and know when to stop talking and move on.
14.23.4.1.4. Develop notes for telephone
interviews. These notes should include a list of your strengths and weaknesses
and how your skills match organizational needs. Develop a list of potential
questions employers might ask, along with possible responses. Practice
delivering responses so that you will be ready to give polished answers in a
clear confident tone. Do not memorize canned answers since they are likely to
sound canned over the phone. Instead, use the script to trigger appropriate
responses that sound both spontaneous and energetic. Do not forget to ask
questions. Questions for potential employers should be part of your script and
should be kept readily available during the interview. Keep in mind, the real
key to success in any interview is practice.
14.23.4.2. The Personal
Interview:
14.23.4.2.1. In many cases, personal
interviews begin the moment you get out of your car and do not end until you
drive away. Many prospective employers will observe you as you walk from your
car to the front door of the building or office. Others will purposely let you
sit in a waiting area for 10 to 20 minutes. All of this is designed to create
tension and provide the employer an opportunity to observe your bearing before
the actual interview begins. We cannot overstate that you are on the
interviewing clock even though you are not sitting in an interviewing room.
14.23.4.2.2. In job interviews, potential
employers judge you on how you look and act, not just on what you say. Your
actions, mannerisms, and appearance are reflected in your body language. They
give nonverbal information about your work-related skills, attitudes, and
values. Research shows that 65 percent of meaning in any interaction is
conveyed nonverbally. In many interviews, nonverbal cues are just as important
as verbal information in determining who is hired. After all, each person the
organization interviews is probably qualified for the job. Therefore, you want
to appear more qualified than
anyone else do not let your nonverbals cost you a job.
14.23.4.2.3. The first thing required for the
interview is to ensure you are wearing the proper uniform. You should get this
information before the interview, but check before the interview to make sure.
Your dress and appearance is the first nonverbal message you send to any
employer, so ensure you are squared away and nothing is out of place.
14.23.4.2.4. Offer a firm (but not too firm), warm, whole-hand handshake.
Shake hands with both men and women the same way. You would not give men and
women different salutes, so do not offer them different handshakes. Practice
your handshake before the interview.
14.23.4.2.5. Make eye contact with the
interviewers. Your eyes are your most powerful communication tools, and many
interviewers use eye contact to determine enthusiasm, sincerity, and possible
inconsistencies in your responses. If you use natural eye contact, the
interview will become more like a conversation between acquaintances and you
will get over some of your nervousness.
14.23.4.2.6. Sit up straight, but not stiff,
and lean slightly forward toward the interviewer. As the interview progresses,
you may want to mirror the body language of the interviewer. If the interviewer
takes a more relaxed posture, then you should relax too but not too much. If
the interviewer is more formal, then you need to mirror that formal behavior.
14.23.4.2.7. Use natural gestures. If you
normally use your hands to gesture as you talk, do so during the interview.
Gestures help you relax, convey enthusiasm, and release nervous energy. Be
careful, though, to avoid nervous gestures such as drumming your fingers,
playing with a pencil, jingling the change in your pocket, tapping your feet,
etc.
14.23.4.2.8. Speak clearly and evenly not too
fast, but not too slow. Expression is a powerful way to show enthusiasm. Do not
speak in a monotone voice. Allow your volume to rise and fall, and pronounce
words clearly. Use good grammar and diction, and always think before you speak.
The interviewer will assess your communication skills based on how clearly you
express yourself.
14.23.4.2.9. Notice the nonverbal cues of the
interviewer. His or her facial expressions will let you know how well he or she
is listening and may give you clues as to how you are doing. For instance, if
the interviewer seems distracted or inattentive, you will need to shorten your
answers, use examples, or ask questions.
14.23.4.2.10. As the interview ends, take 2
to 3 minutes to summarize. This gives you a chance to end the interview on a
positive note, convey your interest in the position, and sell yourself one more
time. During the summary, recap one or two of the key points of the interview
and restate how your experience and skills match those required for the
position.
14.24. Post-interview Actions:
14.24.1. Once the interview is complete, two
things will increase your chances of success and help you learn from your
experience. First, send a short (two or three paragraphs) thank-you note to the
organization with which you interviewed. The letter should be typed or
handwritten and should express your gratitude for the interview opportunity.
Restate your interest in the position and highlight any particularly noteworthy
points made in your conversation or anything you wish to further clarify. This
is also an opportunity to add anything you forgot or wish you had said in the
interview. Close the letter by mentioning that you will call in a few days to
inquire about the employer's decision. Always mail the letter within a day or
two of the interview.
14.24.2. The second thing is to make a few
notes about the interview. Record some of the questions asked and how you
answered them. Write down your strong and weak points from the interview. Make
a list of what made the interview successful, what you would change, and what
you need to improve. These notes can be invaluable information for you to
review and work on for future interviews.
14.25. Interview Conclusion.
The job interview is the most important step
in any job-search process. Many Airmen will undergo the rigors of an interview
for special positions during the course of their careers. Understanding the
purpose of the job interview and your role in successfully planning for and
conducting a proper interview can greatly increase your chances of landing a
coveted job in the Air Force.
Section 14G
Staff-Level Communication
14.26. Spoken Communication via
the Meeting.
Meetings are used to share information, solve
problems, plan, brainstorm, or motivate. Whatever their purpose, you need to
know some basics about conducting an effective meeting.
14.26.1. Planning the
Meeting.
Success or failure in a meeting can usually
be traced to the planning phase. The key issues associated with planning a
meeting are listed below. As you review these items, remember to check on what
are standard operating procedures in your organization. Meetings come in all
flavors from totally spontaneous to highly structured and ceremonial. Most are
in the middle. If a group has been meeting regularly for a while, try to find
out how they have done business in the past.
14.26.1.1. Decide if the
Meeting is Appropriate. If you can achieve the goal by speaking
face-to-face with one or two people, scheduling a formal meeting might not be
necessary. If the goal is to just pass on information, consider if sending an
e-mail is a viable and appropriate substitute for the meeting.
14.26.1.2. Define the
Purpose. Every meeting should have a purpose and if there is no purpose,
you should not meet. When thinking about the purpose, define in terms of the
product wanted at the end of the meeting and what purpose will the product be
used for.
14.26.1.3. Decide Who
Should Be Invited. Invite only those directly involved in the issues
being discussed. If you are trying to solve a problem or make a decision on a
controversial issue, make sure you have adequate representation from all groups
who have a voice in the decision. If you only invite people with one point of
view, your meeting will run smoothly, but your decision may not stand up later.
14.26.1.4. Decide Where
and When the Meeting Should Occur. Ensure the time is convenient for
the people who are required to be there, keep the meeting under an hour, or
plan for breaks. Finally, reserve the room.
14.26.1.5. Plan for
Capturing Meeting Information. If this is not a routine meeting with
an appointed recorder, take a moment to think about how you will capture the
meeting information, both in the meeting itself and afterwards.
14.26.1.5.1. Capturing
Information during the Meeting. This can be done by using standard
note-taking procedures. Ensuring your meeting place has either a dry erase
board, butcher paper, or other note-taking capabilities will assist in getting
this accomplished.
14.26.1.5.2. Capturing
Information after the Meeting. Meeting minutes capture the process and
outcome of the meeting. Minutes close the loop on the meeting and let the
attendees know what was decided.
14.26.1.6. Send Out an
Agenda. Create an agenda and send the agenda to attendees no later
than 1 or 2 days before the meeting. The agenda should include the date, time,
location, and purpose of the meeting. This advance notice gives everyone an
opportunity to prepare their thoughts and know where the meeting is going
before they get there.
14.26.2. Running the
Meeting.
Avoid dragging out a meeting unnecessarily.
14.26.2.1. Start on Time;
Stay on Time. Meetings should start on time with an upbeat note, so do
not wait for tardy attendees. State your desired outcome.
14.26.2.2. Follow the
Agenda. People generally don t like when a meeting deviates from the
agenda. Review the agenda in the opening minutes of the meeting to remind
everyone of the goals and plan for the meeting.
14.26.2.3. Understand
Group Dynamics. If you are in charge of a group that will meet over a
period of time, you should learn the basics about group dynamics. In group
dynamics which will be experienced in meetings, teams or groups move through
predictable stages. To avoid frustration, becoming familiar with these stages
is important.
14.26.2.3.1. Forming
Stage. When a team is forming, members cautiously explore the
boundaries of acceptable group behavior. The forming stage is a stage of
transition from individual to member status, and of testing the leader s
guidance, both formally and informally. Because so much is going on to distract
the members' attention in the beginning, the team accomplishes little, if
anything, that is concerned with the project goals. Do not be overly concerned;
this is perfectly normal!
14.26.2.3.2. Storming
Stage. Probably the most difficult stage for the team is the storming
stage. The team members begin to realize the task is different and more
difficult than imagined and they become testy, accusatory, or overzealous.
Impatient about the lack of progress, but still too inexperienced to know much
about decision making or the scientific approach, members argue about what
actions the team should take. They try to rely solely on their personal and
professional experience, resisting any need for collaborating with other team
members. Their behavior means team members have little energy to spend on
progressing toward the team's goal, but they are beginning to understand one
another.
14.26.2.3.3. Norming
Stage. During the norming stage, members reconcile competing loyalties
and responsibilities. They accept the team, team ground rules (or norms ), their roles in the team, and the individuality of
fellow members. Emotional conflict is reduced as previously competitive
relationships become more cooperative. As team members begin to work out their
differences, they now have more time and energy to spend on the project. Thus,
they are able to at last start making significant strides.
14.26.2.3.4. Performing
Stage. By the time of the performing stage, the team has settled their
relationships and expectations. At last, team members have discovered and
accepted each other's strengths and weaknesses and learned what their roles
are. The team is now an effective, cohesive unit. They can begin performing
diagnosing and solving problems, and choosing and implementing changes. You can
tell when your team has reached the performing stage because you start getting
a lot of work done finally!
14.26.3. Follow up:
Preparing Meeting Minutes.
Follow up involves sending out meeting
minutes and starting the whole cycle over again. Prepare meeting minutes in the
official memorandum format. Minutes are a clear summary of the participants'
comments and document planned or completed actions.
14.26.3.1. Date the minutes the day they are
distributed. The names of members present may be listed in two columns to save
space.
14.26.3.2. Place information regarding a
future meeting in the last paragraph.
14.26.3.3. When a person signs a paper as a
member of a board or committee, the signature element indicates that person's
status on that board or committee, not any other position the person may hold.
To approve the minutes, type Approved as written two lines below the recorder's
signature block, followed by the approving authority's signature block.
14.26.3.4. Minutes are typed either single or
double-spaced, with additional space between items of business and paragraphs.
14.26.3.5. The format should be neat and
orderly, paying particular attention to uniformity of margins and text.
14.26.3.6. Spell names correctly, use
acceptable grammar, and construct and punctuate sentences well. All verbs
should be in past tense.
14.26.3.7. The order of the minutes usually
coincides with the order of the agenda and generally includes items such as:
14.26.3.7.1. Kind of meeting (regular,
special, etc.).
14.26.3.7.2. Day, date, time, and place of
meeting.
14.26.3.7.3. The word Minutes' in the heading.
14.26.3.7.4. Name of the meeting body.
14.26.3.7.5. Opening paragraph; that is, The
Executive Committee met for_____ meeting on day, date, and time.
14.26.3.7.6. Members present and absent.
14.26.3.7.7. Action taken on last meeting's
minutes.
14.26.3.7.8. Reports.
14.26.3.7.9. Current business, with complete
discussions and conclusions.
14.26.3.7.10. Old business, with discussions,
and follow up, as recommended.
14.26.3.7.11. New business, with discussions
and recommendations.
14.26.3.7.12. Adjournment.
Section 14H
Instruments of Written Communication
14.27. Bullet Background Paper.
The bullet background paper is an excellent
tool designed to present concisely written statements centered on a single idea
or to present a collection of accomplishments with their respective impacts.
Refer to Figure 14.9 for additional information on the bullet background paper.
14.28. Air Force IMT 1768, Staff Summary Sheet.
Use the staff summary sheet to summarize
staff work, request action, or forward information. Staff summary sheets often
contain several handwritten notes before reaching the approval authority;
therefore, they do not require the same level of perfection (error-free typing,
etc.) as the correspondence they may cover. Refer to Air Force Handbook 33-337
for information on filling out the staff summary sheet.
14.29. Electronic Staff Summary.
Electronic staff summary requiring your group
or wing commander's signature should be sent through your internal channels via
e-mail. The office of primary responsibility transmits the package via e-mail
to the first reviewer to coordinate and comment. The first reviewer should
forward (never reply) the package with comments (if any) to the next reviewer.
This procedure is repeated until the last reviewer has coordinated on the
package. The last reviewer forwards the entire package back to the office of
primary responsibility.
14.30. Trip Report.
A trip report describes a temporary duty trip
to another location and includes the purpose, travelers, itinerary,
discussions, and conclusions or recommendations.
14.31. Staff Study Report.
Use the staff study report to analyze a
clearly defined problem, identify conclusions, and make recommendations. Not
all organizations routinely use a staff study report, but it is an accepted
format for a problem-solution report in both Air Force and Joint Staffs. The
staff study report should represent completed staff work. This means the staff
member has solved a problem and presented a complete solution to the boss. The solution
should be complete enough that the decision maker has only to approve or
disapprove.
Figure 14.9. Instructions for
Preparing a Bullet Background Paper.
|
BULLET BACKGROUND PAPER ON THE BULLET BACKGROUND PAPER An increasingly popular version of the background paper is the
bullet background paper. The bullet format
provides a concise, chronological evolution of a problem, a complete summary
of an attached staff package, or main thrust of a paper. Main
ideas (Function) follow the introductory paragraph and may be as long as
several sentences or as short
as one word (such as Advantages ). - Secondary items follow with a
single dash and tertiary items follow with multiple indented dashes. Secondary and tertiary items can be as short as a word
or as long as several sentences. - Format varies. - Center title (all capital
letters); use 1-inch margins all around; single-space the text; double- space between items except double-space title and
triple-space to text; and use appropriate punctuation in paragraphs and
complete thoughts. - Headings such as SUBJECT,
PROBLEM, BACKGROUND, DISCUSSION, CONCLUSION, or RECOMMENDATION are optional. Keys to developing a good background: - Write the paper according to
the knowledge level of the user; that is, a person who is very knowledgeable on the subject won t require as much
detail as one who knows very little. - Emphasize main points. - Attach additional support
data; refer to it in the background. - Require minimum length to
achieve brevity with short transitions. - End with concluding remarks or
recommendations. Include an identification line (author's grade and name,
organization, office symbol, telephone number,
typist s initials, and date) on the first page 1 inch from the bottom of the
page. SMSgt Williams/MDSS/SGSD/123-9876/mcw/1 Dec 17
|
14.32. Conclusion.
Clear, concise, well-thought-out, and
well-composed communication is essential for meeting the needs of today's Air
Force. We are all involved in speaking and writing to some extent. Therefore,
we must become proficient at the methods we use. The meeting is an important
forum for providing information, solving problems, and answering questions.
Written communication is also another area crucial to meeting the Air Force
mission. Fortunately, we have several instruments at our disposal to help us
with the process. The staff summary sheet, bullet background paper, trip
report, and staff study report all serve a useful purpose and are tools that
help facilitate staff-level communication.
Chapter 15
PERSONNEL PROGRAMS
Section 15A
Overview
15.1. Introduction.
15.1.1. The Air Force requires military
members to be prepared to serve and support the mission at all times. Force
support organizations ensure Airmen and their families are cared for, pay and
entitlements are properly addressed, and their individual rights are secure.
Airmen need to comprehend the enlisted assignments, family care, reenlistment
and retraining opportunities, benefits and services, personnel records and
individual rights, the awards and decorations program, and the enlisted
promotion systems programs and policies. Each of these areas has an impact, in
some form or fashion, on every Airman; therefore, understanding the individual
nuances associated with each of these programs is a necessity for all Airmen.
The senior NCO promotion program, manpower management and requirements,
competitive sourcing, and civilian personnel management programs, are all
necessary areas of focus for our aspiring senior NCOs. A basic understanding of
these subject areas are required to effectively lead Airmen and manage programs.
15.1.2. The Air Force mission requires
military members to be prepared for service at all times. Mission support
organizations ensure Airmen's families are cared for; pay and entitlements are
properly addressed; and individual rights are secured. This chapter includes
information on enlisted assignments, family care, reenlistment and retraining
opportunities, benefits and services, personnel records, individual rights, the
awards and decorations program, and the enlisted promotion system.
Section 15B
Enlisted Assignments
15.2. General Information.
Qualified Airmen must be in the right jobs at
the right time to accomplish the Air Force mission. The Air Force classifies
and assigns Airmen worldwide as equitably as possible to ensure a high state of
readiness. The Air Force also recognizes a need for special assignment
considerations to take care of Air Force Airmen with exceptional needs. The Air
Force uses a coherent and logical classification system to identify valid
manpower requirements, to identify and describe each Air Force occupational
specialty, to ensure minimum prerequisite standards are set for each specialty,
and to ensure qualified Airmen are placed into each specialty. While the
primary consideration in selecting Airmen for reassignment is the Airmen's
qualifications to accomplish the mission, the Air Force also considers
additional factors:
15.2.1. To the maximum extent possible, the
Air Force assigns Airmen on a voluntary basis and in the most equitable manner
feasible.
15.2.2. The Air Force equitably distributes
involuntary assignments among similarly qualified Airmen to minimize family
separation and to avoid creating a severe personal hardship on Airmen.
15.2.3. Limitations may be established on
involuntary selection for permanent change of station following some temporary
duties to allow Airmen to attend essential military and personal pre-permanent
change of station requirements, as well as to reduce Airmen and family
turbulence.
15.3. Assignment Authority.
The Department of Defense allocates funds, delegates authority, and directs policies for the permanent
change of station assignment of Airmen to satisfy national security
requirements. Permanent change of station assignments may also be directed to
ensure equitable treatment of Airmen, such as permanent change of station from
overseas to the continental United States upon completion of the prescribed
overseas tour. Air Force Instruction 36-2110, Assignments, is
the governing instruction for operational (including rotational), training
(including formal education and professional military education) and force
structure assignments.
15.3.1. Assignment
Requests.
The director of assignments (or equivalent)
in coordination with major commands, field operating agencies, and direct
reporting units is authorized to initiate assignments for Airmen currently
assigned to major commands, field operating agencies, or direct reporting units
to fill valid vacant manpower authorizations. Air Force Personnel Center is the
final approval authority for Airman assignments. The
Airman Assignment Division is the final approval authority for Airman assignments in the grades of Senior Master Sergeant and
below. The Chiefs Group is the final approval authority for Chief Master
Sergeant and Chief Master Sergeant-select assignments.
15.3.2. Distribution of
Personnel.
Airmen are distributed to meet the overall
needs of the Air Force according to law and Department of Defense and Air Force
directives and instructions; as equitably as possible between major commands,
within a specialty and grade; according to guidance from the Air Staff functional
area office of primary responsibility; and as directed by the designated
assignment authority outlined in AFI 36-2110.
15.4. Assignment Policy and
Procedures:
15.4.1. Equal Opportunity.
The Air Force assigns Airmen without regard
to color, race, religious preference (except chaplains), national origin,
ethnic background, age, marital status (except military couples), spouse's
employment, education or volunteer service activities of spouse, or gender
(except as provided for by statute or other policies). This applies to both
permanent change of station and temporary duty assignments. The primary factor
in selecting Airmen for permanent change of station is the Airmen's
qualifications to fill a valid manpower requirement and perform productively in
the position for which being considered. When Airmen with the required
qualifications are identified, then permanent change of station eligibility
criteria and other factors are considered.
15.4.2. Special Experience
Identifier.
The special experience identifier system
complements the assignment process and is used in conjunction with grade, Air
Force specialty code, Air Force specialty code prefixes and suffixes, etc., to
match uniquely qualified Airmen to jobs with special requirements. Special
experience identifiers may be used when specific experience or training is
critical to the job, and no other means is appropriate or available. The
special experience identifier system is also used to rapidly identify Airmen to
meet unique circumstances, contingency requirements, or other critical needs.
Manpower positions are coded with a special experience identifier to identify
positions that require or provide unique experiences or qualifications. The
personnel records for the Airmen who earn a special experience identifier are
similarly coded.
15.4.3. Security Access
Requirement.
Manpower positions often require Airmen
assigned to have access to a specified level of classified information.
However, sometimes the urgency to fill a position does not allow selection of
Airmen using permanent change of station eligibility criteria and subsequent
processing (and/or investigation) for access at the specified level. Under
these circumstances, selection may be necessary from among Airmen who currently
have access or can be granted access immediately.
15.4.4. Grade, Air Force
Specialty Code, and Skill-Level Relationship for Assignment.
Chief Master Sergeants and Chief Master
Sergeant-selects may be assigned in any Air Force specialty code or chief
enlisted manager code they possess or are qualified to be awarded. Normally,
Airmen in the grade of Senior Master Sergeants and below are selected for
assignment in their control Air Force specialty code. Airmen with an
incompatible grade and control Air Force specialty code skill level because of
retraining or reclassification are selected for assignment and allocated
against requirements commensurate with their grade, regardless of their control
Air Force specialty code skill level. Normally, Airmen are selected based on
their grade and skill level. Chief Master Sergeants fill chief enlisted manager
code positions; Senior Master Sergeants fill 9-skill level positions; Master
Sergeants and Technical Sergeants fill 7-skill level positions; Staff Sergeants
and Senior Airman fill 5-skill level positions; and Airman First Class, Airman,
and Airman Basic fill 3-skill level positions.
15.4.5. Volunteer Status
and Permanent Change of Station Eligibility.
Within a group of qualified Airmen who meet
the minimum eligibility criteria for permanent change of station selection,
volunteers are selected ahead of nonvolunteers. Furthermore, nonvolunteers
qualified to fill a requirement who meet the minimum permanent change of
station eligibility criteria are selected ahead of qualified volunteers who do
not meet permanent change of station eligibility criteria. For example, time on
station is a permanent change of station eligibility requirement. A qualified
volunteer who meets the minimum time on station requirement is considered first
in order of longest on station. Next, the qualified nonvolunteer who meets the
time on station requirement in the order of longest on station, and finally the
qualified volunteer who does not meet the time on station requirement may be
considered; however, qualified volunteer will require a time on station waiver.
15.4.6. Chief Master
Sergeant Development.
Headquarters Air Force/DPE uses the Chief
Master Sergeant assignment policies to support the
continued development of Chief Master Sergeants. Because Chief Master Sergeants
are Air Force senior leaders, these policies are comparable with other senior
leader assignment and development methods. Policies include:
15.4.6.1. Three-year
Limits for Headquarters Staff and Special Duty Tours. Chief Master
Sergeants serving in major command, Headquarters Air Force, and Joint Staff
positions, as well as special duty positions will be limited to serving 3-year
tours. This increases the opportunities for Chief Master Sergeants to serve in
these positions, enhancing their development. Additionally, this improves the
flow of field experience into headquarters staff positions and staff experience
into base-level units.
15.4.6.2. Date Eligible
for Return from Overseas (DEROS) Management. DEROS adjustment
requests, like DEROS extensions, indefinite DEROSs, and in-place consecutive
overseas tours, are closely scrutinized for Chief Master Sergeants and only
considered if in the best interest of the Air Force and supportive of Chief
Master Sergeant development. Subsequently, DEROS
adjustments are not routinely approved for Chief Master Sergeants.
15.4.6.3. Home-Basing
Requests. In addition to closely scrutinizing DEROS adjustment
requests, the Chiefs Group also uses the same criteria to review home-basing
requests, which are also not routinely approved. The same rationale used in
paragraph 15.4.6.2 applies.
15.4.6.4. Nominative
Selection for Strategic-Level Assignments. Specific strategic-level
assignments such as Air Force career field managers and command Chief Master
Sergeants are filled using a nominative selection process. The hiring authority
for these positions requests nominations from appropriate organizations,
frequently each major command. Each organization then identifies their most
qualified Chief Master Sergeants for the advertised position and nominates them
to the hiring authority. The hiring authority then selects the best Airman for
the job. This highly competitive process ensures a significant level of
visibility and senior leader involvement in selecting Chief Master Sergeants to
serve in these top positions.
15.4.6.5. Command Chief
Master Sergeant Assignments. Command Chief Master Sergeant assignments
are 2-year minimum and 3-year maximum tours.
This ensures an appropriate balance between fresh enlisted leadership and
leadership stability within organizations.
15.4.7. First-Term Airmen.
First-Term Airmen serving an initial
enlistment of 4 or more years may not be given more than two assignments in
different locations following initial basic and skill training during their
first 4 years of service, regardless of tour length. First-Term Airmen who make
two permanent change of station moves are permitted an additional permanent
change of station in conjunction with an approved humanitarian reassignment or
a join spouse assignment, as a volunteer, or when the permanent change of
station is a mandatory move. Low-cost moves are excluded from the two-move
count.
15.4.8. Availability and
Deferment. Airmen are considered available for reassignment on the
first day of the availability month. Deferments may be authorized, when
possible in most grades and Air Force specialty codes, to maintain an equitable
assignment system and also support the need for stability in certain
organizations or functions. The reasons for deferments vary.
Deferments are normally approved to preclude
an Airman's permanent change of station while suitability to remain on Regular
Air Force is evaluated or during a period of observation or rehabilitation.
Deferments also exist for such things as completion of an educational program
or degree, witness for a court-martial, accused in a court-martial, control
roster, Article 15 punishment, base of preference program, retraining,
humanitarian reasons, etc. AFI 362110 contains a complete list of deferments.
15.4.8.1. Humanitarian
Reassignment, Expedited Transfers and Exceptional Family Member Program
Reassignment or Deferment. Policies and procedures concerning
humanitarian reassignment, Expedited Transfers and Exceptional Family Member
Program reassignment or deferment are outlined in AFI 36-2110. These policies
and procedures include but are not limited to:
15.4.8.1.1. The Humanitarian Program provides
reassignment or deferment for Airmen to help them resolve severe short-term
problems involving a family member. The problem must be resolvable within a
reasonable period of time (normally 12 months); the Airman's presence must be
considered absolutely essential to resolve the problem; and the Airman must be
effectively utilized in his or her control Air Force specialty code at the new
assignment. Family members under the humanitarian program are limited to
spouse, children, parents, parents-in-law, and those people who have served in
loco parentis. A person in loco parentis' refers to one who has exercised
parental rights and responsibilities in place of a natural parent for at least
5 years before the Airman's or spouse's 21st birthday, or before the Airman's
entry to the Regular Air Force, whichever is earlier. While brothers and
sisters are not included in the definition of family member for humanitarian
consideration, a request involving a brother's or sister's terminal illness
will be considered as an exception to policy.
15.4.8.1.2. The Exceptional Family Member Program is a separate and distinct
program from humanitarian policy.
The Exceptional Family Member Program is
based on an Airman's need for special medical or educational care for a spouse
or child that is required long term, possibly permanently. Therefore, this
program is not a base-of-choice program, as assignment decisions are based on
manning needs of the Air Force at locations where the special medical or
educational needs for a spouse or child can be met. The Air Force's commitment
and responsibilities under the Exceptional Family Member Program requires
mandatory enrollment and identification of exceptional family members. Under
the Exceptional Family Member Program, an Airman may receive a reassignment if
a need arises for specialized care that cannot be met where currently assigned.
A deferment from an assignment may be provided for a newly identified condition
if the Airman s presence is considered essential. The
purpose of such a deferment is to allow the Airman time to establish a special
medical treatment program or educational program for the exceptional family
member. When granted, the initial period of deferment is usually 12 months,
after which an Airman may be reconsidered for permanent change of station, if
otherwise eligible.
15.4.8.1.3. Expedited Transfers are a
separate and distinct program from the humanitarian policy and applies to only
Regular Air Force members who are sexually
assaulted and file an unrestricted report. The Airman may request an Expedited
Transfer with assistance from the Sexual Assault Prevention and Response
Office. If an Airman is the victim of stalking or other sexual misconduct (i.e.
indecent viewing, visual recording, or broadcasting; forcible pandering;
indecent exposure) and files a report, the Airman may also request an expedited
transfer with assistance from the Victim and Witness Assistance Program in the
installation's Legal Office. An expedited transfer request initiated on behalf
of another will not be accepted. Only exception applies to the vice wing
commander applying on behalf of the alleged offender. To enhance protection for
the sexual assault victim, potential reassignment of the alleged offender shall
be considered by the vice wing commander (or equivalent), balancing interests
of the sexual assault victim and the alleged offender. An Airman (victim or
alleged offender) will generally only be delayed from departing permanent
change of station when they are required to remain for completion of a criminal
or disciplinary investigation or action in which they are the subject. All
assignment action codes must be removed from the Airman's personnel file in
order to facilitate permanent change of station eligibility. Retraining or
cross-flow actions will be considered under this program on a case by case
basis as the goal for transferring the Airman is a timely reassignment with
minimal disruption to an Airman's career and family.
15.4.8.2. Base of
Preference (Enlisted Only). The first-term Airmen base of preference
program is a reenlistment incentive. The Career Airman base of preference
program is an incentive for other Airmen to continue an Air Force career.
First-term Airmen in conjunction with reenlistment or retraining may request a
permanent change of station from continental United States-to-continental
United States or permanent change of station from overseas-tocontinental United
States. First-term Airmen in the continental United States (only) may request a
base of preference to remain in place. A permanent change of station base of
preference is not authorized from continental United States-to-overseas or
overseas-to-overseas. An in-place base of preference is not authorized for
Airmen assigned overseas. Career Airmen may request a base of preference to
remain in place at a continental United States location or a permanent change
of station base of preference for continental United States-to-continental
United States assignment.
15.4.8.3. Assignment of
Military Couples (Join Spouse). Each Airman of a military couple
serves in his or her own right. This means military couples must fulfill the
obligations inherent to all Airmen. They are considered for assignments to fill
valid manning requirements and must perform duties that require the skills in
which they are trained. Provided these criteria are met, military couples may
be considered for assignments where they can maintain a joint residence.
Military couples share the responsibility for reducing family separation. They
should not make decisions on future service, career development, or family
planning based on the assumption they will always be assigned to the same
location or that join spouse assignment is guaranteed.
15.4.8.4. Voluntary
Stabilized Base Assignment Program (Enlisted Only). The Voluntary
Stabilized Base Assignment Program provides Airmen a stabilized tour in
exchange for volunteering for an assignment to a historically hard-to-fill
location. Application procedures are listed in AFI 36-2110.
15.4.8.5. Extended Long
Overseas Tour Length. The extended long overseas tour volunteer
program applies to Airmen who volunteer for permanent change of station overseas
to a long-tour location (one where the accompanied tour length is 24 months or
more, and the unaccompanied tour length is more than 15 months). Airmen who
volunteer for an extended long overseas tour agree to serve the standard tour
length plus an additional 12 months. Tour lengths for various overseas
locations are listed in the Joint Travel Regulation, Volume 1, Appendix Q.
Extended long overseas tour volunteers are considered ahead of standard
overseas tour volunteers according to the priorities shown in AFI 36-2110. The
12-month extended tour period is in addition to the normal (accompanied or
unaccompanied) long tour length the Airman must serve. A change in status
affects the service retainability that must be obtained and the tour length the
Airman will be required to serve. The requirement for additional service
retainability may require an Airman to extend or reenlist and could affect
selective reenlistment bonus calculation.
15.4.8.6. Educational
Deferment. Airmen who have not yet been selected for a permanent
change of station may request deferment from assignment selection when they
have nearly completed a vocational program or college degree requirements.
15.4.8.7. High School
Senior Assignment Deferment Program. The High School Senior Assignment
Deferment Program allows Senior Master Sergeants and below and officers through
Lieutenant Colonel to apply for a 1-year assignment deferment. Back-to-back
deferments may be possible and military-married-to-military spouses may also
apply. As in all situations, however, the needs of the Air Force will come
first and will be the determining factor in granting deferments. Requests will
be considered on a case-by-case basis, and deferments will be approved where
possible.
15.4.8.8. Temporary Duty. AFI
36-2110 provides instructions regarding temporary duty procedures. The maximum
temporary duty period at any one location in a 12-month period is 180 days
unless the Secretary of the Air Force grants a waiver. To the degree possible,
Airmen are not selected for involuntary overseas permanent change of station
while performing certain kinds of temporary duty. Additionally, if selected for
involuntary permanent change of station after one of these temporary duties,
the report no later than date will not be within 120 days of the temporary duty
completion date.
15.4.8.9. Dependent Care
and Adoption. All Airmen ensure dependent care arrangements are made
when they are separated because of temporary duty or permanent change of
station. Military couples with dependents and single Airmen sponsors are
expected to fulfill their military obligations on the same basis as other
Airmen. They are eligible for worldwide duty and all assignments for which they
qualify. To ensure all Airmen remain available for worldwide duty, they must
have workable plans to provide parent-like care for their dependents as
outlined in AFI 36-2908, Family Care Plans. Airmen who
cannot or will not meet military commitments due to family needs will be
considered for discharge. Airmen adopting children are given a limited time to
complete the official adoption process and facilitate bonding. Airmen may be
authorized deferment during the 6-month period following the date a child is
officially placed in the Airmen's home. Airmen may also be authorized up to 21
days of permissive temporary duty that can be used in conjunction with ordinary
leave.
15.4.9. Time on Station
and Service Retainability. Minimum time on station requirements exist
to provide continuity to an Airman s member's unit
and, to the degree possible, reasonable periods of stable family life for
Airmen. Further, upon selection for permanent change of station, an Airman must
have or be able to obtain certain minimum periods of obligated service
depending on the type of permanent change of station move. This committed
service retainability ensures an Airman has a period of Regular Air Force
remaining long enough to offset the costs associated with a permanent change of
station. Minimum time on station provides continuity to the gaining unit and
stability to Airmen and their families following permanent change of station.
Some types of permanent change of station require time on station periods or
obligated service periods more or less than the normal limits. Refer to AFI
36-2110 for the time on station and retainability requirements for specific
types of permanent change of station.
15.4.9.1. Continental
United States-to-Continental United States Permanent Change of Station. For
most permanent change of station moves within the Continental United States,
first-term Airmen and career Airmen must have at least 48 months of time on
station, with the exception of first-term Airmen applying eligible for the
firstterm Airmen base of preference program. Special circumstances, such as
completion of a training course in permanent change of station status, have
different time on station minimums. The service retainability requirement for a
Continental United States-to-Continental United States permanent change of
station is 24 months regardless of career status.
15.4.9.2. Continental
United States-to-Overseas Permanent Change of Station. First-term
Airmen must have at
least 12 months of
time on station to go from Continental United States to overseas. Career Airmen
require
24 months of time on station before an
overseas permanent change of station. When notified of permanent change of
station selection, Airmen must have or be eligible to obtain sufficient service
retainability to complete the full prescribed overseas tour length elected
Airmen who do not have retainability may decline to obtain retainability or, if
eligible, may retire instead of accepting a permanent change of station.
Declining to obtain retainability for permanent change of station will affect a
career Airman by making him or her ineligible for promotion and reenlistment.
First-term Airmen become ineligible for most voluntary assignments. Airmen who
are eligible and desire that their dependents accompany them at government
expense during their overseas tours must serve the accompanied by dependents'
overseas tour length. This tour is normally longer than the unaccompanied tour.
Electing to serve the longer accompanied tour requires the Airman to obtain the
obligated service retainability for the longer tour. Airmen who are either ineligible
or decline to obtain the service retainability for the accompanied tour length
will not receive approval for dependent travel at the government's expense or
command sponsorship.
15.4.9.3. Overseas-to-Overseas
Permanent Change of Station. If an Airman is serving overseas and is a
volunteer for a permanent change of station consecutive overseas tour or
in-place consecutive overseas tour, the Airman must complete the
full-prescribed tour at the current location and the full-prescribed overseas
tour at the new location or another full tour in place.
15.4.9.4. Overseas-to-Continental
United States Reassignment. Reassignment from overseas to continental
United States requires the Airman, in most cases, to have or obtain at least 12
months of obligated service retainability. The exceptions are those Airmen
serving at a dependent restricted short tour location of 12 months Airmen who
do not have retainability will be retained in the overseas area involuntarily
until their date of separation. 15.4.10. Enlisted
Quarterly Assignments Listing (EQUAL) and EQUAL-Plus.
EQUAL provides Airmen a listing of the
assignment requirements available for upcoming assignment cycles and allows
them the opportunity to align personal preferences to actual Air Force needs.
The listing identifies what assignments, by Air Force specialty code and grade,
are available at particular locations. The EQUAL-Plus supplements the EQUAL and
is used to advertise requirements for special duty assignments, joint and
departmental assignments, short-notice oversea assignments, and all Chief
Master Sergeant assignments. EQUAL-Plus shows upcoming
requirements, any special qualifications an Airman needs to be eligible for
selection, the available locations, reporting instructions, and points of
contact for additional information. Both lists can be viewed on the Air Force
Personnel Services Web page at https://gum-crm.csd.disa.mil/app/landing.
15.4.11. Assignment
Preferences (Enlisted Only).
Chief Master Sergeants and Chief Master
Sergeant-selects volunteer for assignments on EQUAL-Plus by notifying their
assignment noncommissioned officer at Headquarters Air Force Senior Leadership
Management Office. Notification can be made via telephone, e-mail, datafax, or
electronic message. Senior Master Sergeants and below will use the view/change
assignment preference update feature in the virtual military personnel flight
to record continental United States or overseas assignment preferences. To
enhance the chance for selection to a desired location, Airmen should consult
the EQUAL and EQUAL-Plus listings. Upon completion of the update, a notice is
produced and available for print. (Note: Each Airman is
individually responsible for the currency and accuracy of assignment
preferences.) When a change in status occurs such as marriage, the Airman
should update preferences accordingly. Outdated preferences or no preferences
on file will not be the basis for release of an Airman from an assignment for
which selected.
15.4.11.1. Home-Basing and
Follow-On Assignment Programs. The purpose of these programs is to
reduce permanent change of station costs, reduce permanent change of station
turbulence, and increase stability for Airmen and their families by providing
advance assignment consideration. The servicing military personnel section must
brief all eligible Airmen selected for or electing to serve an unaccompanied
overseas tour of 15 months or less on these programs. Airmen must either apply
or decline to apply for these programs in writing. AFI 36-2110, Attachment 5,
contains more information on these programs.
15.4.11.2. Assignment of
Family Members. Assignment of family members to the same duty location
or unit is not prohibited, however, family members will not be assigned where
one family member will or may hold a command or supervisory position over
another family member. Such assignments result in, or may create a perception
of, preferential treatment or loss of impartiality, thereby compromising the
integrity of command and supervisory functions.
15.4.12. Permanent Change
of Station Cancellation by the Air Force:
15.4.12.1. Once an Airman is selected for
permanent change of station and orders are published, cancellation of the
assignment could impose a hardship on the Airman. Normally, a permanent change
of station is not cancelled within 60 days of the projected departure date
unless the Airman cannot be effectively used at the projected location. The
assignment office of primary responsibility may authorize the cancellation.
15.4.12.2. If the Airman indicates a hardship
will exist as a result of the cancellation, then the military personnel section
will direct the Airman to prepare a written statement containing the details of
the hardship. The statement should be coordinated through the unit commander to
the military personnel section. Upon receipt, the military personnel section
advises the assignment office of primary responsibility, who considers
reinstatement of the original assignment, to provide an alternate assignment or
confirms cancellation and provides the reasons why the Airman is required to
remain at the present base.
15.4.12.3. AFI 36-2110 contains additional
information and also contains guidance in the case where an Airman has departed
from his or her previous duty station and is en route to the new location.
Section 15C
Family Care Plans
15.5. Policy.
Department of Defense policy is that the
member is responsible for the care of family members during deployments and
temporary duty, as at all other times. Failure to produce a family care plan
within 60 days of the discussion with the commander, supervisor, or commander's
designated representative may result in disciplinary action and/or
administrative separation. In addition to a required family care plan, military
members are strongly encouraged to have a will.
15.6. Members Who Must Have a
Family Care Plan.
Single-member parents with custody of
children and bear sole or joint responsibility, and military couples with
dependents must have a family care plan. Members who are solely responsible for
the care of a spouse, elderly family member, or adult family member with
disabilities who is dependent on the member for financial, medical, or
logistical support (housing, food, clothing, transportation, etc.) must also
have a family care plan. This includes family members who have limited command
of the English language, are unable to drive, or gain access to basic
life-sustaining facilities. Members whose family circumstances or personal
status change must notify their commander as soon as possible but no later than
30 days after any change in circumstance or personal status requires them to
establish a family care plan.
15.7. Family Care Plans.
These plans must include provisions for
short-term absences (such as temporary duty for schooling or training) and
longterm absences (such as operational deployments) and designate a caregiver
for the affected family members. Financial arrangements may include powers of
attorney, allotments, and other documents necessary for logistical movement of
the family or caregiver should any of these arrangements become necessary.
Additional items may be required to fit individual situations.
15.7.1. Required
Counseling:
15.7.1.1. New Duty
Station. Commanders or first sergeants counsel all Airmen with family
members on AFI 362908 during inprocessing. During this counseling, commanders
and first sergeants must stress the importance of, and confirm the need for,
family care certification by completing Air Force IMT 357, Family
Care Certification. Commanders or first sergeants may not delegate
counseling requirements. Note: For members who are
geographically separated from the commander's location, commanders may
delegate, in writing, the authority to counsel members and certify the Air
Force IMT 357 to detachment or operating location chiefs.
15.7.1.2. Annual Briefing. The
commander or first sergeant is required to annually brief, individually, all
military members who require an Air Force IMT 357 about their family care
responsibilities. During this briefing, the commander or first sergeant signs
the Air Force IMT 357 each time the plan is reviewed and certified, determining
the actual workability of the family care plan. The member signs and dates the
Air Force IMT 357 to document the briefing was completed.
15.7.2. Remedial Action.
Members who fail to make adequate and
acceptable family care arrangements will have disciplinary or other actions
taken against them.
15.8. Who Must Document Their
Family Care Plan on the Air Force Form 357.
Air Force members to included Department of
Defense Civilian Expeditionary Workforce members who meet the following
criteria will develop and maintain a Family Care Plan:
15.8.1. Single parents who have custody of a
child and bear sole or joint responsibility for the care of children under the
age of 19 or others unable to care for themselves in the absence of the member.
15.8.2. Dual-military couples with
dependents.
15.8.3. Married service members with custody
or joint custody of a child whose non-custodial biological or adoptive parent
is not the current spouse of the Member, or who otherwise bear sole
responsibility for the care of children under the age of 19 or for other unable
to care for themselves in the absence of the member. EXAMPLE: The military member had a child with, or adopted a
child with a previous spouse and then they divorced or separated. Then the
military member gained full or partial custody of the child.
15.8.4. Members primarily responsible for
dependent family members and meet one or more other criteria outlined AFI
36-2908, paragraph 1.2.
15.8.5. Civilian and contractor personnel in
emergency essential positions are strongly encouraged to establish family care
plans consistent with this instruction. Civilian and contractor personnel
should also avail themselves and their caregivers of the information, support,
and resources provided by the Airman and Family Readiness Center and social
service organizations within legal constraints.
15.9. When to Implement the
Family Care Plan. Air Force members will
implement their family care plan when required to be absent from their family
members. This includes single parents or military
couples assigned to a family-member-restricted area and activation of
noncombatant evacuation operations or other emergency evacuation situations if
assigned overseas with family members.
15.10. Duty Deferments. To assist Air Force military members in the development of family
care plans and establishing a pattern of childcare, service members shall
receive the following deferments from duty:
15.10.1. Military mothers of newborns receive
a 4-month deferment from duty away from the home station for the period
immediately following the birth of a child.
15.10.2. Single service members, or one
member of a dual-military couple who adopts, receive a 4 month deferment from
duty away from the home station from the date the child is placed in the home
as part of the formal adoption process.
15.10.3. Reserve Component members who are
mothers of newborns, single Reserve Component members who adopt, and one member
of a dual-military couple in the Reserve Component who adopts shall receive a
4-month deferment from involuntary call to Regular Air Force immediately
following the child's birth or placement in the home.
15.10.4. Air Force military members, who may
be deployed in an area for which imminent danger pay is authorized, may request
a deferment of deployment due to unforeseen family circumstances in accordance
with DoDI 1342.19. Section 15D Reenlistment
and Retraining Opportunities
15.11. Selective Reenlistment
Program.
The selective reenlistment program applies to
all enlisted personnel and the objective is to ensure the Air Force retains
only Airmen who consistently demonstrate the capability and willingness to
maintain high professional standards.
15.11.1. Selective
Reenlistment by Category.
In the Air Force, reenlistment is a
privilege, not a right. The selective reenlistment program provides a process
by which commanders/civilian directors and supervisors evaluate all first term,
second term, and career Airmen. Firstterm Airmen receive selective reenlistment
program consideration when they are within 15 months of their expiration of
term of service. Second term and career Airmen with less than 19 years of total
active federal military service are considered within 13 months of the original
expiration of term of service. Career Airmen also receive selective
reenlistment program consideration when within 13 months of completing 20 years
of total active federal military service. Once career Airmen have served beyond
20 years of total active federal military service, they receive selective
reenlistment program consideration each time they are within 13 months of their
original expiration of term of service.
15.11.2. Responsibilities:
15.11.2.1. Unit
Commander/Civilian Director. The unit commander/civilian director has
total selective reenlistment program selection and nonselection authority for
all Airmen and may non-select any Airman for reenlistment at any time outside
of their selective reenlistment program window. Reenlistment intent or
retirement eligibility has no bearing on the selective reenlistment program
consideration process. Unit commanders/civilian directors approve or deny
reenlistment and ensure selection or nonselection decisions are consistent with
other qualitative decisions (such as promotion) and are based on substantial
evidence. Commanders/directors consider enlisted performance report ratings,
unfavorable information from any substantiated source, the Airman's willingness
to comply with Air Force standards, and the Airman's ability (or lack thereof)
to meet required training and duty performance levels when determining if a
member may reenlist. Commanders/directors may reverse their decisions at any
time. Commanders/directors do not use the selective reenlistment program when
involuntary separation is more appropriate.
15.11.2.2. Immediate
Supervisor. Supervisors provide unit commanders/directors with
recommendations concerning the Airman's career potential. The supervisor s
rater may perform the duties required by the immediate supervisor if the
immediate supervisor is on leave or temporary duty. To ensure Airmen meet
quality standards, immediate supervisors review the report on individual
personnel and the Air Force Form 1137, Unfavorable
Information File Summary (if applicable). They then evaluate duty
performance and leadership abilities.
15.11.3. Procedures:
15.11.3.1. Selection. The
military personnel section sends each unit a selective reenlistment program
consideration roster that identifies assigned Airmen who require selective
reenlistment program consideration. The military personnel section also sends a
report on individual personnel for each Airman being considered. The unit
forwards the report on individual personnel to supervisors so that each
supervisor's reenlistment recommendation can be documented. The supervisor
should carefully evaluate the Airman's duty performance and review the Airman s personnel records before making a recommendation to the
commander. A supervisor who decides to recommend the Airman for reenlistment
places an X in the appropriate block, signs the report on individual personnel,
and returns the report to the unit commander. The commander reviews the
recommendation and evaluates the Airman's duty performance, future potential,
and other pertinent information. The commander selects the Airman for
reenlistment by annotating and signing the selective reenlistment program
roster. The commander s signature on the roster constitutes formal selection.
The commander sends the selective reenlistment program roster to the military
personnel section for processing.
15.11.3.2. Nonselection. If
the supervisor decides not to recommend an Airman for reenlistment, he or she
initiates an Air Force Form 418, Selective Reenlistment
Program Consideration for Airmen in the Regular Air Force/Air Force Reserve,
and completes Section I and Section II and forwards to the commander. The
commander reviews the recommendation and other pertinent data and decides
whether to select the Airman. If the commander does not select the Airman for
reenlistment, the commander completes Section III of the Air Force Form 418 and
informs the Airman of the decision. During the interview, the commander must
make sure the Airman understands the right to appeal the decision. The Airman
must make known his or her intention within three workdays of the date the
Airman acknowledges the nonselection decision. The Airman must submit the
appeal to the military personnel section within 10 calendar days of the date he
or she renders the appeal intent on the Air Force Form 418, Section V. The
commander sends the Air Force Form 418 to the military personnel section after
the Airman signs and initials the appropriate blocks.
15.11.4. Appeals.
Airmen have the right to appeal selective
reenlistment program nonselection decisions. The specific appeal authority is
based on an Airman's total active federal military service. First-term Airmen
and career Airmen who will complete at least 20 years of total active federal
military service on their current expiration of term of service appeal
selective reenlistment program nonselection to their respective group
commanders. The Airman's respective wing commander is the selective
reenlistment program appeal authority for second term and career Airmen who
will complete fewer than 16 years of total active federal military service on
their current expiration of term of service. The Secretary of the Air Force is
the selective reenlistment program appeal authority for second term and career
Airmen who will complete at least 16 years of total active federal military
service but fewer than 20 years of total active federal military service on
their current expiration of term of service. The decision of the appeal
authority is final. The appeal authority's decision is documented on the Air
Force Form 418, and the Airman is advised of the outcome.
15.12. Enlistment Extensions.
Any Airman serving on a Regular Air Force
enlistment may request an extension if he or she has a service-directed
retainability reason and in the best interest of the Air Force. Extensions are
granted in whole-month increments. For example, if the individual needs 15
months of retainability for an assignment, the individual must request a
16-month extension. Voluntary extensions for all Airmen are limited to a
maximum of 48 months per enlistment. In the event Air Force specialty codes are
constrained, Air Staff may limit first-term Airmen extensions to a specified
period. Certain situations (such as citizenship pending) may warrant exceptions
to policy. Once approved, an extension has the legal effect of the enlistment
agreement by extending the period of obligated service. Extensions can only be
canceled if the reason for the extension no longer exists, given the Airman has
not entered into the extension. For example, if a member was approved for an
extension due to an assignment and that assignment was canceled, the member
could then cancel the extension within 30 calendar days provided they have not
entered into the extension period.
15.13. High Year of Tenure.
High year of tenure provides the Air Force
with another method of stabilizing the career structure of the enlisted force.
High year of tenure essentially represents the maximum number of years Airmen
may serve in their current grade AFI 363208, Administrative
Separation of Airmen, contains waiver provisions for Airmen who believe
they have sufficient justification to warrant retention beyond their high year
of tenure, but the majority of Airmen are not permitted to reenlist or extend
their enlistments if their new date of separation exceeds their high year of
tenure. Airmen may be eligible to request an extension of enlistment to
establish a date of separation at high year of tenure too separate or retire.
Normally, Airmen must be within 2 years of their high year of tenure before
they can extend.
15.14. Selective Retention
Bonus.
The selective retention bonus is a monetary
incentive paid to enlisted members to attract reenlistments in, and retraining
into, critical military skills with insufficient reenlistments to sustain the
career force in those skills. Headquarters United States Air Force adds and
deletes skills from the selective retention bonus list as requirements change.
The military personnel section is the best source of information on selective
retention bonus skills.
15.14.1. Zones.
The selective reenlistment bonus is paid in
four zones based on total active federal military service:
15.14.1.1. Zone A applies to Airmen
reenlisting between 17 months and 6 years.
15.14.1.2. Zone B applies to Airmen
reenlisting between 6 and 10 years.
15.14.1.3. Zone C applies to Airmen
reenlisting between 10 and 14 years.
15.14.1.4. Zone E applies to Airmen reenlisting
between 18 and 20 years.
15.14.2. Computing
Selective Retention Bonus Awards.
The Air Force calculates the selective
retention bonus on the basis of monthly base pay (the rate in effect on the
date of discharge [day before reenlistment date] or the day before an extension
begins) multiplied by the number of whole years incurred on reenlistment,
multiplied by the selective retention bonus multiple for the skill. The
selective retention bonus is only payable for obligated service not exceeding
24 years of active service. The maximum selective retention bonus payable to
eligible Airmen is $90,000 per zone. Eligible Airmen may receive a selective
retention bonus in each zone but only one selective retention bonus per zone
(for example, they can receive the last zone A payment and the first zone B
payment during the same year). The Air Force, based on current policy
directives, may pay up to 100 percent of the bonus amount (less tax) at the
time of reenlistment or extension and the remaining percent in equal installments
on the anniversary of the reenlistment or extension date.
15.15. Career Job Reservation Program.
Because of various career force size and
composition restrictions, there are times when the Air Force must place a limit
on the number of first-term Airmen who may reenlist. The Career Job Reservation
Program exists to assist in the management of first-term Airmen reenlistments,
by Air Force specialty code, in order to prevent surpluses and shortages. The
Career Job Reservation Program can be active or suspended based on Air Force
requirements. When active and in use the program details are as follows:
15.15.1. When to Apply for
a Career Job Reservation.
Headquarters United States Air Force meets
management requirements by establishing and maintaining a career job
requirements file for each Air Force specialty code. Air Force specialty codes
career job requirements are distributed over a 12-month period. All eligible
first-term Airmen must have an approved Career Job Reservation in order to
reenlist. Airmen are automatically placed on the Career Job Reservation waiting
list on the 1st duty day of the month during which they complete 35 months on
their current enlistment (59 months for 6-year enlistees), but no later than
the last duty day of the month during which they complete 43 months on their
current enlistment (67 months for 6year enlistees To keep their approved Career
Job Reservation, Airmen must reenlist on or before the Career Job Reservation
expiration date.
15.15.2. Career Job
Reservation Waiting List.
When the number of Career Job Reservation
applicants exceeds the number of available quotas, Air Force Personnel Center
must use a rank-order process to determine which Airmen will receive an
approved Career Job Reservation. Airmen compete for a Career Job Reservation in
their respective initial term of enlistment group (4-year or 6-year enlistee).
Applicants are ranked using the following factors: unfavorable information file
(automatic disqualifier), top three enlisted performance reports, current
grade, projected grade, date of rank, total active federal military service
date. Applicants are placed on the Air Force-wide career job applicant waiting
list when there are no Career Job Reservations available. An Airman's position
on the waiting list is subject to change as his or her rank order information
changes or as new Airmen apply. Airmen may remain on the Career Job Reservation
waiting list until their 43rd month on their current enlistment (67 months for
6-year enlistees Supervisors should encourage Airmen to pursue retraining into
a shortage skill if a Career Job Reservation is not immediately available.
15.15.3. Career Job
Reservation in an Additionally Awarded Air Force Specialty Code.
When Airmen are placed on the Career Job
Reservation waiting list in their Air Force specialty code, they may request a
Career Job Reservation in an additionally awarded Air Force specialty code if
quotas are readily available, the Air Force specialty code is different from
their control Air Force specialty code, and they possess at least a 3skill
level in the Air Force specialty code.
15.16. Air Force Retraining Program.
Retraining is a force management program used
primarily to balance the enlisted career force across all Air Force specialty
codes and ensure sustainability of career fields. Retraining also provides a
means to return disqualified Airmen to a productive status. Additionally, the
program allows a limited number of Airmen the opportunity to pursue other
career paths within the Air Force. The Air Force encourages Airmen to
voluntarily retrain first, however, the needs of the Air Force may require
Airmen to be involuntarily retrained to meet sustainment objectives.
15.16.1. First-Term Airmen
Retraining Program.
The first-term Airmen Retraining Program is
designed to retrain first-term Airmen in conjunction with a reenlistment, into
skills where shortages exist and additionally, allows a limited number of
Airmen the opportunity to pursue other career paths in the Air Force. Airmen
maybe selected for involuntary retraining based on Air Force needs to balance
the force. Airmen may apply not earlier than the 1st duty day of the month
during which they complete 35 months of their current enlistment (59 months for
6-year enlistees), but not later than the last duty day of the 43rd month of
their current enlistment (67 months for 6-year enlistees). On the last duty day
of each month, Air Force Personnel Center runs a retraining board to select the
most eligible Airmen. This is not a physical board, but a computer based one.
Applications are prioritized on quality indicators; e.g., most recent enlisted
performance report (EPR) rating; current grade; projected grade; next two EPR
ratings; Date of Rank; Total Active Federal Military Service Date; Aptitude Qualification
Examination score in the applicable area (electrical, mechanical,
administrative, general or combination in accordance with Air Force Enlisted
Classification Directory, Part II, Attachment 4 (Additional Qualifications));
requested Air Force Specialty Code preferences.
15.16.2. NCO Retraining
Program.
The NCO retraining program is designed to
retrain second term and career Airmen from overage Air Force specialties into
shortage specialties to optimize the enlisted force to best meet current and future
mission needs. Airmen possessing a secondary, or additional Air Force Specialty
Code in a shortage skill, may be returned to the shortage skill if in the best
interest of the Air Force. This program consists of two phases: Phase I (voluntary) and Phase II (involuntary). Retraining
objectives are determined by Air Staff.
15.16.3. Online Retraining
Advisory.
The online retraining advisory is a living
document found on MyPers that is maintained by the Air Force Personnel Center.
The advisory is readily available and a key tool to advise
members of retraining opportunities. AFI 36-2626, Airman
Retraining Program, establishes retraining eligibility and application
procedures.
Section 15E
Benefits and Services
15.17. Veterans Affairs
Benefits.
The Veterans Affairs offers a wide range of
benefits to the Nation's veterans, service members, and their families.
Veterans Affairs benefits and services fall into these major categories:
disability benefits, education benefits, vocational rehabilitation and employment,
home loans, burial benefits, dependents' and survivors' benefits, life
insurance, and health care. Airmen requiring specific information on their
Veterans Affairs benefits can retrieve information at www.va.gov.
Contact the closest Veterans Affairs
department for eligibility requirements.
15.17.1. Disability
Compensation.
A tax free monetary benefit paid to Veterans
with disabilities that are the result of a disease or injury incurred or
aggravated during active military service. Compensation may also be paid for
post-service disabilities that are considered related or secondary to
disabilities occurring in service and for disabilities presumed to be related
to circumstances of military service, even though they may arise after service.
Generally, the degrees of disability specified are also designed to compensate
for considerable loss of working time from exacerbations or illnesses. The
benefit amount is graduated according to the degree of the Veteran's disability
on a scale from 10 percent to 100 percent (in increments of 10 percent).
Compensation may also be paid for disabilities that are considered related or
secondary to disabilities occurring in service and for disabilities presumed to
be related to circumstances of military service, even though they may arise
after service. Generally, the degrees of disability specified are also designed
to compensate for considerable loss of working time from exacerbations or
illnesses. If you have dependents, an additional allowance may be added if your
combined disability is rated 30% or greater. Your compensation may be offset if
you receive military retirement pay, disability severance pay, or separation
incentive payments. Finally, additional information is available at http://www.benefits.va.gov/compensation/.
15.17.2. Educational
Benefits.
The Veterans Affairs offers a variety of
education benefits to service members and veterans to pursue a higher education
during or following their service. Benefit programs include the Post-9/11 GI
Bill, Montgomery GI Bill, Reserve Educational Assistance Program, and
Survivors' and Dependents' Educational Assistance. The Yellow
Ribbon GI Education Enhancement Program
(Yellow Ribbon Program) is a provision of the Post-9/11 Veterans Educational
Assistance Act of 2008. This program allows institutions of higher learning
(degree-granting institutions) in the United States to enter voluntarily into
an agreement with Veterans Affairs to fund tuition and fee expenses that exceed
Veterans Affair's maximum amount payable. More information is available at http://explore.va.gov/education-training.
15.17.3. Vocational
Rehabilitation and Employment.
Airmen may receive services to help with job
training, employment accommodations, resume development, and job seeking skills
coaching. Other services may be provided to assist Veterans in starting their
own businesses or independent living services for those who are severely
disabled and unable to work in traditional employment. For more information on
these services visit their web site at http://www.benefits.va.gov/vocrehab/index.asp.
15.17.4. Home Loans.
The Veterans Affairs helps service members,
Veterans, and eligible surviving spouses become homeowners. Their mission is to
serve Airmen, they provide a home loan guaranty benefit and other housing-related
programs to help Airmen buy, build, repair, retain, or adapt a home for their
own personal occupancy. Veterans Affairs Home Loans are provided by private
lenders, such as banks and mortgage companies. Veterans Affairs guarantees a
portion of the loan, enabling the lender to provide you with more favorable
terms. For additional information on eligibility and how to apply visit their
web site at http://www.benefits.va.gov/homeloans/index.asp.
15.17.5. Burial Benefits.
Burial benefits available include a gravesite
in any of the 134 Veteran Affairs national cemeteries with available space,
opening and closing of the grave, perpetual care, a Government headstone or
marker, a burial flag, and a Presidential Memorial Certificate, at no cost to
the family. Some Veterans may also be eligible for burial allowances. Cremated
remains are buried or inurned in national cemeteries in the same manner and
with the same honors as casketed remains. Burial benefits available for spouses
and dependents buried in a national cemetery include burial with the Veteran,
perpetual care, and the spouse or dependents name and date of birth and death
will be inscribed on the Veteran's headstone, at no cost to the family.
Eligible spouses and dependents may be buried, even if they predecease the
Veteran. The Veterans family should make funeral or cremation arrangements with
a funeral provider or cremation office. Any item or service obtained from a
funeral home or cremation office will be at the family's expense. Some
additional information is available at http://www.cem.va.gov/burial_benefits/.
15.17.6. Dependency and
Indemnity Compensation.
This is a tax-free monetary benefit generally
payable to a surviving spouse, child, or parent of service members who died
while on Regular Air Force, Regular Air Force for training, or inactive duty
training, or to survivors of Veterans who died from their service-connected
disabilities. Parents Dependency and Indemnity Compensation is an incomebased
benefit for parents who were financially dependent on of a Service member or
Veteran who died from a service-related cause. For information on eligibility
and how to apply click on this link Dependency and Indemnity Compensation.
15.17.7. Life Insurance.
The Veterans Affairs mission is to serve
service members, Veterans, and their families, by providing valuable life
insurance benefits to give service members, and Veterans, the peace of mind
that comes with knowing their family is protected. These life insurance
programs were developed to provide financial security for service members
families given the extraordinary risks involved in military service. For
additional information on the different life insurance benefits available and
the eligibility, and how to apply for them click on this link www.benefits.va.gov.
15.17.8. Health Care:
15.17.8.1. The transition from receiving care
within the Military Healthcare System into the Veterans Health Administration
can be challenging and at times confusing. Therefore, for caregivers to
understand some of the basic differences between the two is helpful.
15.17.8.2. Military health care, known as TRICARE,
is operated through the Department of Defense and provides medical care for
Regular Air Force and retired members of the military and their dependents. The
Department of Veterans Affairs Veterans Health Administration provides health
care for enrolled veterans and their eligible family members through a network
of hospitals and clinics across the country.
15.17.8.3. The two departments work together,
but have different eligibility criteria, health benefits and costs.
15.17.8.4. Also, important is understanding
the Veterans Administration consists of three separate organizations: Veterans
Affairs Healthcare, Veterans Affairs Benefits, and Veterans Affairs National
Cemeteries.
15.17.8.5. Enrollment in the Veterans Affairs
healthcare system meets the requirement for having health care coverage under
the new health care law, Affordable Care Act that went into effect on 1 October
2013. Additional information on the Affordable Care Act and Veterans Affairs
can be found on the Veterans Affairs website: www.va.gov/aca.
15.18. Retirement Benefits.
Enlisted members are eligible to retire if
they have 20 years of total active federal military service and there are no
restrictions per AFI 36-3203. Enlisted members must apply for retirement.
Otherwise, they will separate on their date of separation or expiration of term
of service. Officers must have 20 years of total active federal military
service and 10 years of total active federal commissioned service to be
eligible to retire. A retirement application may be submitted through virtual
military personnel flight up to 12 months, but no less than 120 days, before
the desired retirement date. Every individual who hopes to retire one day should
be familiar with this information. The retirement application is not
allinclusive, and there are exceptions. Every military member should seek
personal counseling from the Total Force Contact Center before making firm
plans.
15.18.1. Place of
Retirement.
In general, a member may retire in the
continental United States. Members assigned to a duty station in the
continental United States retire at the duty station. If the member is
overseas, the member and family can proceed to the final continental United States
home of selection. If the member elects to retire overseas and live permanently
in that country, he or she must comply with command and host government
residency rules before the date of retirement.
15.18.2. Retired Pay.
The date initially entered military service
normally determines which of the existing retirement pay plans applies to a
member. Date initially entered military service is the
date an individual was initially enlisted, inducted, or appointed in a regular
or reserve component of a uniformed service as a commissioned officer, warrant
officer, or enlisted member. The date initially entered military service is a
fixed date that is not subject to adjustment because of a break in service.
Current active military personnel will fall under one of the retirement plans
described in Table 15.1.
15.19. Survivor Benefit Plan:
15.19.1. Military pay stops when a member
dies. Established by Congress on 21 September 1972, the survivor benefit plan
provides a monthly income to survivors of retired military personnel upon the
member's death. The survivor benefit plan is a government program for retiring
members to ensure their eligible survivors receive a portion of their military
retired pay in the form of a monthly annuity after their death. The plan was
structured so a surviving spouse cannot outlive the annuity, and cost-of-living
adjustments are incorporated to offset inflation. Regular Air Force members
with a spouse or dependent children are automatically covered by the survivor
benefit plan at no cost while they remain on Regular Air Force. The member's
death must be classified in line of duty in order for an annuity to be payable
if the member is not yet retirement eligible (has not accrued 20 years of
Regular Air Force) on the date of death. The annuity payable is 55 percent of
the retired pay the member would have been entitled to receive if retired with
a total disability rating on the date of death. An annuity may also be payable
if the member's death is classified not in line of duty, as long as the member
was retirement eligible on the date of death. In this case, annuity payable is
55 percent of the retired pay the member would have been entitled to receive if
retired for years of service on the date of death. The surviving spouse of a
member who dies in the line of duty while on Regular Air Force may request the
survivor benefit plan be paid only to the member's children, avoiding the
reduction caused by a spouse s receipt of dependency and indemnity
compensation, the survivor benefits paid by the Department of Veteran Affairs
when a member's death is determined to have resulted from a serviceconnected
cause.
Table 15.1. Retirement Pay
Plans.
|
L I N E |
A |
B |
C |
D |
|
Plan |
Eligibility (as determined by date initially entered military service) |
Retired Pay Formula |
Cost-of-Living Adjustment (note 1) |
|
|
1 |
Final Basic Pay |
Entered service before 8 September 1980 |
2.5 percent multiplied by the years of
service plus 1/12 x 2.5 percent for each additional full month, multiplied by
final basic pay of the retired grade (Title 10, United States Code, Section
1406) |
Full inflation protection; costof-living adjustments based on consumer price index |
|
2 |
High-3 (note 2) |
Entered service on or after 8 September 1980 and before 1 August 1986 |
2.5 percent multiplied by the years of
service plus 1/12 x 2.5 percent for each additional full month, multiplied by
the average of the highest 36 months of basic pay (note 3) (Title 10, United States Code, Section 1407) |
|
|
3 |
High-3 with Redux/Career Status Bonus option* |
Entered service on or after 1 August 1986 |
High-3: 2.5 percent multiplied by the years
of service plus 1/12 x 2.5 percent for each additional full month, multiplied
by the average of the highest 36 months of basic pay |
High-3: Full inflation protection; cost-of-living adjustments based on consumer price index |
|
|
OR |
OR |
||
|
|
*Instead of retiring under High3, these
members may choose to receive the career status bonus at 15 years of service
in exchange for agreeing to serve to at least 20 years of service and then
retiring under the less generous Redux plan. The member may elect a lump sum
of $30K, two payments of $15K, three payments of $10K, four payments of
$7.5K, or five payments of $6K |
*Redux/ career status bonus option: 2.0 percent multiplied by the years of
service plus 1/12 x 2.0 percent for each additional full month, (for the
first 20 years of active service) plus 3.5 percent for each additional full
month (for service beyond 20 years), multiplied by the average of the highest
36 months of basic pay. At age 62, retired pay is recalculated to what would
have been under the High-3 Pay Plan. |
*Redux/ career status bonus option: partial inflation protection; cost-of-living adjustments based on consumer price index minus 1 percent. At age 62, retired pay is adjusted to reflect full cost-of-living adjustments since retirement. Partial cost-of-living adjustments then resumes after age 62. |
|
|
Notes: 1. Cost-of-living is applied annually to retired pay. 2. High-3 is a reference to the average of the high 3 years or,
more specifically, the high 36 months of basic pay as used in the formula. 3. If a member is demoted or an officer is retired in a lower grade as a result of an Officer Grade Determination, the retired pay plan is Final Basic Pay of the lower, retired grade (Title 10, United States Code, Section 1407(f)). |
||||
15.19.2. The survivor benefit plan is the
only program that enables a portion of military retired pay to be paid to a
member's survivors. Prior to retiring, each member must decide whether to
continue survivor benefit plan coverage into retirement.
If electing coverage, survivor benefit plan
premiums are assessed and automatically deducted from the member's monthly
retired pay. Premiums are government-subsidized and deducted from a
participating member's retired pay before taxes. 15.19.3. Survivor
benefit plan premiums and beneficiary annuity payments depend on what is called
the base amount elected as the basis of coverage. A service member's base
amount can be the full monthly retired pay or a portion of retired pay, down to
$300. Full coverage means full-retired pay is elected as the base amount. The
base amount is tied to a member's retired pay; therefore, when retired pay
receives cost-of-living adjustments, so does the base amount, and as a result,
so do premiums and the annuity payments.
15.19.4. Generally the survivor benefit plan
is an irrevocable decision. However, under limited circumstances, you may
withdraw from the survivor benefit plan (Figure 15.1) or change your coverage.
As a survivor benefit plan participant, you have a 1-year window to terminate
survivor benefit plan coverage between the second and third anniversary
following the date you begin to receive retired pay. The premiums you paid will
not be refunded, and an annuity will not be payable upon your death. Your
covered spouse or former spouse must consent to the withdrawal. Termination is
permanent, and participation may not be resumed under any circumstance barring
future enrollment. The survivor benefit plan also has a paid-up feature that
permits members who have attained age 70 and who have paid survivor benefit
plan premiums for 360 months to stop paying premiums but remain active
participants in the plan. Additional information can be attained through the
local military personnel section office or the Airman and Family Readiness
Center.
Figure 15.1. Stop Coverage.
Premiums stop when there is no longer an
eligible beneficiary in a premium category, such as:
- Children are all too old for benefits and have no incapacity, or
- A spouse is lost through death or divorce, or
- An insurable interest person dies, or coverage is terminated.
15.20. Airman and Family
Readiness Center:
15.20.1. Airman and Family
Readiness Center Support and Services. Airman and Family Readiness
Center support services are designed to assist commanders in assessing and
supporting the welfare of the military community and building a strong sense of
community and support within the Air Force. The Airman and Family Readiness
Center supports mission readiness by helping Airmen and their families adapt to
the challenges and demands of expeditionary operations and the military
lifestyle. Airman and Family Readiness Centers work with the unit leadership to
assess unit strengths, resources, and concerns. Airman and Family Readiness
Centers help to identify issues and trends that affect community readiness and
personal preparedness by working with a wide range of civilian and military
agencies. Airman and Family Readiness Centers provide services that support
work/life issues and facilitate community readiness, resilience and personal
preparedness. Core services include:
15.20.1.1. Members are required and spouses are encouraged to attend
mandatory family readiness deployment briefings that educate Airmen and their
families on all phases of deployment and critical aspects of reunion and
reintegration. The briefings include information on: (1) preparing for
deployment; (2) sustainment and support and services for family members including
extended family; and (3) mandatory reintegration briefings and continuing
services that help Airmen prepare for reuniting with their families, friends
and communities and for handling combat stressors.
15.20.1.2. Employment Assistance supports Airman and their families in
achieving short and long-term employment, referral for education/training, and
development of career goals. Airman and Family Readiness Centers provide:
employment skills counseling and skills development workshops to prepare customers
for portable careers in the private and public sectors; resources for
self-employment, information on small business and entrepreneurial
opportunities and links to alternatives to paid employment such as volunteerism
and education.
15.20.1.3. Airman and Family Readiness Centers offer information, education,
and personal financial counseling to help individuals and families maintain
financial readiness and build resilience. Each installation has a staff member
with a nationally recognized financial counselor certification for more
complicated financial issues.
15.20.1.4. Airman and Family Readiness Center staff, in partnership with
civilian and military school liaison officers, advocate for the educational
needs of military children and assist Airmen and families with information and
referrals regarding local school districts and other educational options and
assist with educating school personnel on the unique issues impacting military
children.
15.20.1.5. Personal and Work services promote community wellness and assist
with the readiness and resiliency of the force across the life cycle. Services
include intervention, prevention/enrichment consultation and skill building
education designed to enhance work-life competencies for individuals, couples,
and families. Focus is on promotion, enrichment and improvement of the balance
between work and home to increase quality of life and resilience.
15.20.1.6. The Key Spouse Program is an official Air Force unit family
readiness program designed to enhance mission readiness and resilience and
establish a sense of community. The commander's initiative is what promotes
partnerships with unit leadership, families, volunteer Key Spouses, the Airman
and Family Readiness Center, and other service agencies.
15.20.1.7. Relocation assistance provides pre-departure and post-arrival
services allowing members to make informed decisions and preparations.
Referrals will include but are not limited to: temporary housing services,
government or private home finding services, child care, medical and
medically-related services, spouse employment assistance, cultural and
community orientation, schooling, legal, personal property shipment and
information on educational and volunteer opportunities.
15.20.1.8. The Transition Assistance Program provides service members with
the knowledge, skills, and abilities to empower them to make informed career
decisions, be competitive in a global work force, and become positive
contributors to their community as they transition from military service and
reintegrate into civilian life. Eligible members who have completed their first
180 days or more of continuous Regular Air Force are eligible for the following
transition goals, plans, and success components: (1) preparation counseling;
(2) Department of Labor Employment Workshop; (3) Veterans Administration
benefits briefings I & II; and (4) Capstone.
15.20.1.9. The Airman and Family Readiness Center assists the installation
commander and collaborates with other base volunteer agencies to recruit, train,
place, and recognize volunteer service. The Air Force Volunteer Excellence
Award is a commander's program to recognize volunteer contributions in the
local civilian community or military community.
15.20.1.10. Crisis assistance provides immediate, short-term assistance to
individuals and families with challenging life situations.
15.20.1.11. Military Family Life Counselors provide confidential non-medical,
short-term, solution focused counseling and briefings that augment counseling
services provided by other agencies.
15.20.1.12. Air Force Aid Society assistance. The Air Force Aid Society
serves as the official charity of the Air Force as a private, nonprofit
organization which promotes the Air Force mission by helping to relieve
financial distress of Air Force members and their families as a step toward a
lasting solution to their financial problems. The Society also assists Airmen
and their families with their educational goals, and looks for opportunities to
improve Quality of Life through proactive programs.
15.20.1.13. Casualty assistance representatives and survivor benefit plan
counselors provide counseling on benefits offered by a wide variety of programs
including Department of Veterans Affairs, Social Security Administration,
Internal Revenue Service, Department of Health and Human Services, and state
and local agencies, and provide all retiring personnel and their spouses information on survivor benefit plan.
15.20.1.14. Airman and Family Readiness Center staff works with the Air Force
Wounded Warrior Program to ensure that participants in the Warrior &
Survivor Care program are provided one-on-one assistance.
15.20.1.15. The Exceptional Family Member Program is a three component
program with medical, assignments, and family support. Exceptional Family
Member Program-Family Support and /or Airman and Family Readiness Centers
provide coordination of family support services on and off the installation to
exceptional family members who have physical, developmental, and emotional, or
intellectual impairments/disabilities.
15.20.1.16. Air Force Families Forever provides
immediate and long-term bereavement care, service and support to identified
family members of Airmen who die while serving on Regular Air Force.
15.20.2. Emergency
Assistance. Airman and Family Readiness provides immediate, short- and
long-term assistance promoting recovery and the return to a stable environment
and mission readiness status for Department of Defense personnel and their
families following an all-hazards incident. The Airman and Family Readiness
Center, under direction of Wing leadership, activates and supports an Emergency
Family Assistance Center which is the central point for delivery of services,
coordination of family assistance services and continuous family assistance
information
15.21. American Red Cross.
American Red Cross services to the Armed
Forces program provide support to service members and their families in times
of crisis. While serving 1.4 million Regular Air Force personnel and their
immediate family members, the American Red Cross also reaches out to the 1.2
million members of the National Guard and Reserve and their immediate family
members who reside in nearly every community in the United States and
territories of the United States. The core service is emergency communication
messages. All American Red Cross services to military members and their
families are provided free of charge 365 days a year, 24 hours a day. The
American Red Cross assists Regular Air Force personnel, National Guard members,
Reservists, Reserve Officer Training Corps, United States Army Corps of
Engineers, United States Coast Guard, United States Public Health Service, and
veterans. See Figure 15.2 for services available to inactive and active service
members.
15.21.1. Use the following guidance to
contact the American Red Cross for assistance.
15.21.1.1. Regular Air Force members stationed in the United States and
family members residing with them call 877-272-7337
(toll free).
15.21.1.2. Family members who do not reside in the service member s
household, members of the National Guard and Reserve, retirees and civilians
call their local American Red Cross chapter, which is listed in local telephone
books and online at http://www.redcross.org/where/where.html.
15.21.1.3. Regular Air Force members and Department of Defense civilian s
stationed overseas and family members residing with them call base or
installation operators or the American Red Cross office at the overseas
location.
15.21.1.4. The caseworker will need the following information concerning the
service member:
15.21.1.4.1. Full name.
15.21.1.4.2. Rank/rating.
15.21.1.4.3. Branch of service (Army, Navy, Air Force, Marines, and Coast
Guard).
15.21.1.4.4. Social security number or date of birth.
15.21.1.4.5. Military address.
15.21.1.4.6. Information about the deployed unit and home base unit (for
deployed service members only).
Figure 15.2. Red Cross Services
Emergency
Communication Services
When a military family experiences a crisis,
the American Red Cross is there to assist by providing emergency communications
24 hours a day, 365 days a year. The American Red Cross relays urgent messages
containing accurate, factual, complete and verified descriptions of the
emergency to service members stationed anywhere in the world, including ships
at sea, embassies and remote locations. American Red Cross emergency
communications services keep military personnel in touch with their families
following the death or serious illness of an immediate family member, the birth
of a service member's child or grandchild or when a family experiences other
emergencies.
No matter where a military member and their
family are stationed, they can rest assured the American Red Cross will deliver
their notifications in times of crisis. Even if the service member receives
notification of an emergency through an e-mail or a phone call, American Red
Cross-verified information assists commanding officers in making a decision
regarding emergency leave. Without this verification, the service member may
not be able to come home during a family emergency.
Financial
Assistance
The American Red Cross works under partnership
agreements with the Air Force Aid Society, Army Emergency Relief, Coast Guard
Mutual Assistance, and Navy-Marine Corps Relief Society to provide quality,
reliable financial assistance to eligible applicant's 24-hours/7-days a
week/365 days a year. Types of assistance include financial assistance for
emergency travel, burial of a loved one, assistance to avoid privation, etc.
Coping with
Deployments
Psychological First Aid for Military Families
was developed out of the American Red Cross's continuing commitment to serve
military families. This course was designed specifically for the spouses,
parents, siblings, and significant others of service members. This Red Cross
service provides useful information on how to strengthen your ability to
successfully respond to the challenges that military family members may
encounter throughout the deployment cycle. It also explains how to provide
psychological first aid to others experiencing stressful feelings or events.
Reconnection
Workshops
Reintegration support that provides materials
focusing on Working Through Anger, Communicating Clearly, Exploring Stress and
Trauma, Relating to Children and Identifying Depression. The workshops focus on
individuals and small groups and are designed to help family members reconnect
and service members reintegrate successfully. Led by licensed, specifically
trained Red Cross mental health workers, each session addresses a topic
military families have found relevant to the reunion adjustment.
Veterans Claims
for Benefits
The American Red Cross provides assistance
and information in preparing, developing, and obtaining sufficient evidence to
support applicants claims for veterans' benefits and
also assists claimants who seek to appeal to the Board of Veterans' Appeals.
The American Red Cross offers confidential
services to all military personnel Regular, National Guard and Reserve, and
their families. Counseling, guidance, information, referrals and other social services
are available through our worldwide network of chapters and offices on military
installations. American Red Cross chapters are listed in local telephone books
and at your local American Red Cross. As more and more National Guard and
Reserve units are called to full-time duty status, counseling has become
increasingly important to prepare the civilian-based military members and their
families for the period of activation. Because members of the National Guard
and Reserve typically live in civilian neighborhoods, they and their families
frequently have difficulty accessing much-needed, military-related social
services.
Section 15F
Personnel Records and Individual Rights
15.22. Personal Information
File:
15.22.1. Commanders and supervisors perform
many personnel management functions requiring them to keep files on assigned
personnel. AFI 36-2608, Military Personnel Records System, authorizes
the use and maintenance of the commander s or supervisor's personal information
files. Unit commanders or equivalents maintain discretion to create personal
information files on all assigned personnel, but personal information files are
mandatory for officer personnel who receive a letter of admonishment or a
letter of counseling. If a personal information file is established, use of Air
Force Form 10A, Personnel Information File, Record of
Performance, Officer Command Selection Record Group, is required. Contents
are governed by AFI 36-2608. Custodians must keep the personal information
files current and secured in a locked area or container to protect against
misuse or unauthorized access.
15.22.2. According to the Privacy Act of
1974, a person who is the subject of the record may request access to this
record at any time. Individuals have the right to review their personal
information file at any time and challenge or question the need for documents
in the file. The contents are available to commanders, raters, first sergeants,
senior raters, Air Force Office of Special Investigations, and staff judge
advocate personnel as warranted. The release and review of the personal
information file contents in these instances are for official business' or routine use according to AFI 33-332, Air Force Privacy and Civil Liberties.
15.22.3. Guidance provided according
to the Air Force Records Disposition
Schedule
(https://www.my.af.mil/afrims/afrims/afrims/rims.cfm) for
retaining and disposing of the personal information file.
15.23. The Privacy Act:
15.23.1. The Privacy Act of 1974 as amended (http://www.justice.gov/opcl/1974privacyact-overview.htm) establishes
a code of fair information practices that govern the collection, maintenance,
use, and dissemination of personal information about individuals that is
maintained in systems of records by federal agencies. Privacy Act System of
Records is defined in the Act as a group of any records under the control of
any agency from which information is retrieved by the individual's name,
number, or unique identifier . Individual is defined
in the Act as a citizen of the United States or an alien lawfully admitted for
permanent residence. Privacy Act rights are personal to the individual who is
the subject of the record and cannot be asserted derivatively by others. Note,
however, the parent of any minor, or the legal guardian of an incompetent, may
act on behalf of that individual. The Privacy Act prohibits the disclosure of
information from a system of records absent the written consent of the subject
individual.
15.23.2. The Privacy Act limits the
collection of information to what the law or Executive Orders authorize. System
of Records Notices must be published in the Federal Register allowing the
public a 30-day comment period. Such collection must not conflict with the
rights guaranteed by the First Amendment to the United States Constitution. A
Privacy Act statement must be given when individuals are asked to provide
personal information about themselves for collection in a system of records.
15.23.3. In addition to specifying disclosure
procedures, the Privacy Act governs the maintenance of systems of records. The
Act provides individuals with a means by which to seek access to and amend
their records and sets forth agency record-keeping requirements. Individuals have
the right to request access or amendment to their records in a system.
Personally identifiable information in a system of records must be safeguarded
to ensure an official need to know access of the records and to avoid actions
that could result in harm, embarrassment, or unfairness to the individual. The
law limits the uses of records to the purposes that are stated in the System of
Records Notices, as published in the Federal Register. System of Records
Notices for Air Force records systems can be found at http://dpcld.defense.gov/Privacy/SORNs.aspx. Department
of Defense personnel may disclose records to other offices in the Department of
Defense when there is an official need to know and to other federal government
agencies or individuals when a discloser of record is a routine use published
in the System of Records Notices or as authorized by a Privacy Act exception.
In addition, information may be released for a disclosed specified purpose with
the subject's consent. The Office of Primary Responsibility of the data should
keep an account of all information they ve released.
15.23.4. For further information,
definitions, exemptions, exceptions, or responsibilities and procedures for
safeguarding and reporting of personally identifiable information breaches,
consult AFI 33-332, Air Force Privacy and Civil Liberties
Program. The Office of Management and Budget defines a personally identifiable
information breach as, A loss of control, compromise, unauthorized disclosure,
unauthorized acquisition, unauthorized access, or any similar term referring to
situations where persons other than authorized users and for an other than
authorized purpose have access or potential access to personally identifiable
information, whether physical or electronic.
15.24. Freedom of Information
Act.
The Freedom of Information Act provides
access to federal agency records (or parts of these records) except those
protected from release by nine specific exemptions. Freedom of Information Act
requests are written requests that cite or imply the Freedom of Information
Act. The law establishes rigid time limits for replying to requesters and permits
assessing fees in certain instances. The Freedom of Information Act imposes
mandatory time limits of 20 workdays to either deny the request or release the
requested records. The law permits an additional 10-workday extension in
unusual circumstances specifically outlined in the Freedom of Information Act. (Note: Denials require notification of appeal rights.
Requester can file an appeal or litigate.) Refer to Air Force Manual 33-302, Freedom of Information Act Program, for specific policy
and procedures on the Freedom of Information Act and for guidance on disclosing
records to the public.
15.25. Air Force Board for
Correction of Military Records:
15.25.1. The Air Force Board for Correction
of Military Records is the highest level of administrative review and powerful,
yet simple system for correcting military records. Unless procured by fraud,
their decision is final and binding on all Air Force officials and government
agencies. The Air Force Board for Correction of Military Record's authority,
jurisdiction, and policy are explained in AFI 36-2603, Air
Force Board for Correction of Military Records. Air Force Pamphlet 362607, Applicants' Guide to the Air Force Board for Correction of Military
Records, contains additional information.
15.25.2. With few exceptions, most records
generated by the Air Force may be corrected by the Air Force Board for
Correction of Military Records; however, an applicant must exhaust other
reasonably available administrative avenues of relief prior to applying to the
Air Force Board for Correction of Military Records. For instance, Enlisted
Performance Reports may be voided, upgraded, or rewritten; discharges and
reenlistment/reentry eligibility codes may be upgraded; survivor benefit plan
elections may be changed; leave may be credited; Article 15 actions may be
voided; reinstatement into the Air Force may be achieved, etc. Records may be
changed, voided, or created as necessary to correct an error or to remove an
injustice, and applicable monetary benefits are recomputed based on the records
changed. The Air Force Board for Correction of Military Records cannot,
however, change the verdict of a courts-martial imposed after 5 May 1950 but
may, on the basis of clemency, change the punishment imposed by the final
reviewing authority.
15.25.3. Because the Air Force Board for
Correction of Military Records is the highest level of administrative appeal in
the Air Force, Applicants must first exhaust other administrative remedies
before applying to the Air Force Board for Correction of Military Records.
Otherwise their application (DD Form 149, Application for
Correction of Military Record
Under the Provisions of Title
10, United States Code, Section 1552) will be returned without action. For example, Enlisted
Performance Report appeals must first be
submitted through Evaluation Reports Appeal Board, under the provisions of AFI
36-2401, Correcting Officer and Enlisted Evaluation Reports.
Applicants should consult AFPAM 36-2607 and or consult with their Force Support
Squadron to determine which administrative avenues of relief are available to
them depending on the nature of the correction sought.
15.25.4. Application to the Air Force Board
for Correction of Military Records is a simple process. However, favorable
consideration of the application depends on all the facts and circumstances of
the case and how well the request is supported by documentary evidence. The Air
Force Board for Correction of Military Records is not an investigative body and
except in those rare cases where a personal appearance is granted and testimony
is taken, and the decision is based on the evidence contained in the case file.
This normally consists of the applicant's submission (e.g. statements,
arguments, documentary evidence, etc.), military record, and advisory
opinion(s) from the Air Force office of primary responsibility. There is a
presumption of regularity on the part of the government and absent evidence to
the contrary is assumed that all government officials exercised their duties in
accordance with law and policy. Because of this, the applicant bears the burden
of providing sufficient evidence to establish the existence of an error or an
injustice in record. The type and extent of evidence necessary to support the
case depends on the nature of the request.
15.25.5. Cases are reviewed in executive
session by a panel of three members, randomly selected from the Air Force Board
for Correction of Military Records membership. These members, General
Schedule-15s and above, the majority of whom are members of the Senior
Executive Service cadre, are appointed from the executive part of the
department and serve at the discretion of the Secretary. However, service on
the board is a collateral, volunteer duty. Applicants may request a personal
appearance before the Air Force Board for Correction of Military Records;
however, a personal appearance is not a statutory right and is granted solely
at the discretion of the Board, predicated on the finding the applicant s
presence, without or without counsel, will materially add to the Board s
understanding of the issue(s) involved. Few personal appearances are granted
and the decision to conduct such a hearing is made at the time the Board
initially adjudicates the application. During deliberations, which are
conducted in Executive Session, Board members decide whether the applicant has
first exhausted all available avenues of administrative relief; whether the
application has been timely filed and if not, whether the failure to do so
should be waived in the interest of justice; whether the provisions of Title
10, United States Code, Section 1034 apply to the case, and whether an error or
an injustice exists. The Board is a recommending body on all cases and will
vote to grant, partially grant, and deny the requested relief. If the board
recommends favorable relief, the case is forwarded to the Secretary of the Air
Force's designee for final decision. Applicants have the right to request
reconsideration of the Board's decision; however, reconsideration is granted
only if the applicant can provide newly discovered relevant evidence that was
not reasonably available when the original application was submitted.
15.25.6. Applications formally considered by
the Air Force Board for Correction of Military Records are processed within 10
to 18 months. Title 10, United States Code, Section 1557, Timeliness
Standards for Disposition of Applications Before
Corrections Boards, provides oversight and clearance deadlines for the
correction of military records review and decision.
After fiscal year 2010, 90 percent of the
cases must be completed within 10 months.
15.26. Air Force Discharge
Review Board:
15.26.1. The Air Force Discharge Review Board
affords former Air Force members the opportunity to request review of their
discharge (except for a discharge or dismissal by general court-martial). The
objective of a discharge review is to examine an applicant's administrative
discharge and to change the characterization of service, the reason for
discharge, and the re-enlistment code (when applicable), based on standards of
propriety or equity. Bad conduct discharges, given as a result of a special
court-martial, may be upgraded on clemency factors.
15.26.2. A personal appearance before the Air
Force Discharge Review Board is a statutory right. The applicant or the
applicant's counsel may appear before the board in Washington District of
Columbia (Joint Base Andrews Naval Air Facility Washington, Maryland) or at a
regional location. The Board conducts regional boards via video
teleconference. The application can also be considered on a record review
basis prior to a request for personal appearance, whereupon the board will
review the case based on documentation in the military record and any
additional evidence provided by the applicant. The Air Force Discharge Review
Board procedures allow the applicant latitude in presenting evidence,
witnesses, and testimony in support of the applicant's case.
15.26.3. Airmen separated under circumstances
(except retirement) that make them ineligible for reenlistment and officers
discharged under adverse conditions are briefed by the Military Personnel
Section at the time of their discharge about the Air Force Discharge Review
Board process. They are provided with a discharge review fact sheet and an
application (DD Form 293, Application for the Review of
Discharge from the Armed Forces of the United States).
15.26.3.1. No minimum waiting period is
required to submit an application.
15.26.3.2. No provisions exist to
automatically upgrade a discharge.
15.26.3.3. The military will not pay travel
expenses to Air Force Discharge Review Board hearing sites.
15.26.3.4. The military will not bear the
cost of private counsel.
15.26.3.4.1. Members may engage counsel at
their own expense; however, a number of organizations provide counsel at no
cost or a representative to assist applicants. These include national service
organizations such as the American Legion, Disabled American Veterans, and
Veterans of Foreign Wars.
15.26.3.5. There is a Department of Defense
Electronic Reading Room for the Military Departments Boards for the Corrections
of Military/Naval Records and the Discharge Review Boards. The Reading Room
contains the decisional documents for each of the Boards from October 1998. The
personally identifiable information has been removed (redacted) from these
documents. The Reading Room site is: http://boards.law.af.mil/.
15.26.3.6. Former Members with Post-traumatic
Stress Disorder or Traumatic Brain Injury. In the case of a former member of
the armed forces who, while serving on Regular Air Force as a member of the
armed forces, was deployed in support of a contingency operation and who, at
any time after such deployment, was diagnosed by a physician, clinical
psychologist, or psychiatrist as experiencing post-traumatic stress disorder or
traumatic brain injury as a consequence of that deployment, a board established
under this section to review the former member's discharge or dismissal shall
include a member who is a clinical psychologist or psychiatrist, or a physician
with training on mental health issues connected with post-traumatic stress
disorder or traumatic brain injury (as applicable).
15.26.3.7. Former Members with Mental Health
Diagnoses. In the case of a former member of the armed forces who was diagnosed
while serving in the armed forces as experiencing a mental health disorder, a
board established under this section to review the former member's discharge or
dismissal shall include a member who is a clinical psychologist or
psychiatrist, or a physician with special training on mental health disorders.
15.27. The Virtual Military
Personnel Flight.
The Virtual Military Personnel Flight is a suite of applications that provides the ability to
conduct some of the Airmen's personnel business on line. Examples of
applications available now include application for humanitarian reassignment,
duty history inquiry, overseas returnee counseling, and reenlistment
eligibility inquiry.
Section 15G
Awards and Decorations
15.28. Introduction.
Air Force members make many personal and
professional sacrifices to ensure the Air Force accomplishes its mission. Acts
of valor, heroism, exceptional service, and outstanding achievement deserve
special recognition. The Air Force Awards and Decorations Program, AFI 36-2803, The Air Force Awards and Decorations Program, is limited to
recognizing units, organizations, or individuals. This program is designed to
foster morale, provide incentive, and esprit de corps. Individuals or units
considered for awards and decorations under this program must clearly
demonstrate sustained and superior performance. Questions about the Air Force
Awards and Decorations Program may be directed to the servicing military
personnel section.
15.29. Awards:
15.29.1. Service and
Campaign Awards.
These awards recognize members for honorable
active military service for participation in a campaign, period of war,
national emergency, expedition, or a specified significant peacetime military
operation. They also recognize individuals who participate in specific or
significant military operations and who participate in specific types of service
while serving on Regular Air Force or as a member of the Reserve forces.
Individuals should keep copies of their temporary duty and permanent change of
station orders and travel vouchers to help prove entitlement to service and
campaign awards. Additional service and campaign awards can be found in AFI
36-2803, The Air Force Awards and Decorations Program or on
the Air Force myPers' website.
15.29.1.1. Global War on
Terrorism Expeditionary Medal and the Global War on Terrorism Service Medal. Two
of the most common service awards worn by Air Force members today are the
Global War on Terrorism Expeditionary Medal and the Global War on Terrorism
Service Medal. They were established on 12 March 2003.
The Global War on Terrorism Expeditionary
Medal is awarded to members who deployed on or after 11 September 2001 for
service in Operations ENDURING FREEDOM, IRAQI FREEDOM, or NEW DAWN. The Global
War on Terrorism Service Medal is awarded to members who participated in the
Global War on Terrorism operations outside of the designated area of
eligibility for the Global War on Terrorism Expeditionary Medal, Afghanistan
Campaign Medal and Iraq Campaign Medal, on or after 11 September 2001 and a
date to be determined.
15.29.1.2. Afghanistan
Campaign Medal and the Iraq Campaign Medal. Two other service medals
being issued are the Afghanistan Campaign Medal and Iraq Campaign Medal. The
Afghanistan Campaign Medal and Iraq Campaign Medal were established on 29
November 2004 and recognize service members who serve or have served in the
respective countries in support of Operations ENDURING FREEDOM, IRAQI FREEDOM,
or NEW DAWN. Effective 1 May 2005, members deployed to Afghanistan or Iraq
receive the respective campaign medal in lieu of the Global War on Terrorism
Expeditionary Medal. Campaign stars are worn on the ribbons to designate
official campaign periods as established by the Department of Defense. An
Arrowhead Device is authorized to denote participation in a combat parachute
jump, helicopter assault landing, combat glider landing, or amphibious assault
landing, while assigned or attached as a member of an organized force carrying
out an assigned tactical mission.
15.29.1.3. Korea Defense
Service Medal. In February 2004, Department of Defense approved the
Korea Defense Service Medal for Regular Air Force, Air Force Reserve, and Air
National Guard personnel as recognition for military service in the Republic of
Korea and the surrounding waters after 28 July 1954 and a future date to be
determined.
15.29.1.4. Humanitarian
Service Medal. The Humanitarian Service Medal is
awarded to members of the United States Armed Forces and their Reserve
components who, after 1 April 1975, distinguished themselves as individuals or
members of United States military units or ships by meritorious direct
participation in a significant military act or operation of humanitarian
nature. Direct participation is any member assigned directly to the
humanitarian operation providing hands-on participation. A bronze service star
denotes subsequent awards. A listing of approved operations for the
Humanitarian Service Medal are identified in DoDM 1348.33, Manual
of Military Decorations and Awards.
15.29.2. Unit Awards.
These awards are presented to United States
military units that distinguish themselves during peacetime or in action
against hostile forces or an armed enemy of the United States. To preserve the
integrity of unit awards, they are approved only to recognize acts or services
that are clearly and distinctly outstanding by nature and magnitude. The
acts or services recognized must place the unit's performance above that of
other units similar in composition and mission and be of such importance that
they cannot be appropriately recognized in any other way. Only one unit award
is awarded for the same achievement or service. The unit's entire service must
have been honorable during the distinguished act. An organization may display
the award elements of a unit award. Designated subordinate units of the
organization may also share in the award; however, higher organizations may
not. All assigned or attached people who served with a unit during a period for
which a unit award was awarded are authorized the appropriate ribbon if they
directly contributed to the mission and accomplishments of the unit. Questions
concerning eligibility to wear a specific unit award may be directed to the
local military personnel section. The five most common unit awards worn by Air
Force members today are Gallant Unit Citation, the Meritorious Unit Award, the
Air Force Outstanding Unit Award, the Air Force Organizational Excellence
Award, and the Joint Meritorious Unit Award.
15.29.2.1. Gallant Unit
Citation. The Gallant Unit Citation was approved by the Secretary of
the Air Force in March 2004 and is awarded to Air Force units for extraordinary
heroism in action against an armed enemy of the United States while engaged in
military operations involving conflict with an opposing foreign force on or
after 11 September 2001. The unit must have performed with marked distinction under
difficult and hazardous conditions in accomplishing its mission so as to set it
apart from and above other units participating in the same conflict. The
Gallant Unit Citation will normally be earned by units that have participated
in single or successive actions covering relatively brief time spans.
15.29.2.2. Meritorious
Unit Award. The Meritorious Unit Award was also approved by the
Secretary of the Air Force in March 2004 and is awarded to Air Force units for
exceptionally meritorious conduct in performance of outstanding achievement or
service in direct support of combat operations for at least 90 continuous days
during the period of military operations against an armed enemy of the United
States on or after 11 September 2001. Superior performance of normal mission
alone will not justify award of the Meritorious Unit Award. Service in a combat
zone is not required, but service must be directly related to the combat
effort. The Meritorious Unit Award is not awarded to any unit or unit component
previously awarded the Air Force Outstanding Unit Award, Air Force
Organizational Excellence Award, or unit awards from other Service components
for the same act, achievement, or service.
15.29.2.3. Air Force
Outstanding Unit Award. The Air Force Outstanding Unit Award was
established and awarded in the name of the Secretary of the Air Force 6 Jan
1954. The Air Force Outstanding Unit Award is awarded only to numbered units or
numbered Air Forces, air divisions, wings, groups, and squadrons. To be awarded
the Air Force Outstanding Unit Award, an organization must have performed
meritorious service or outstanding achievements that clearly set the unit above
and apart from similar units. Commanders must annually review the
accomplishments of their eligible subordinate units and recommend only those
units that are truly exceptional. Only 10 percent of similar units assigned to
a command are recommended annually. Commanders send Air Force Outstanding Unit
Award recommendations to their major commands for consideration. Certain
recommendations for the Air Force Outstanding Unit Award are exempt from annual
submission. These are recommendations for specific achievements, combat
operations, or conflict with hostile forces.
15.29.2.4. Air Force
Organizational Excellence Award. The Air Force Organizational
Excellence Award was established and awarded in the name of the Secretary of
the Air Force 6 Jan 1954. The Air Force Organizational Excellence Award has the same
guidelines and approval authority as the Air Force Outstanding Unit Award. The
Air Force Organizational Excellence Award is awarded to unnumbered
organizations such as a major command headquarters, a field operating agency, a
direct reporting unit, the Office of the Chief of Staff, and other Air Staff
and deputy assistant chief of staff agencies. Only 10 percent of
similar units assigned to a command are recommended annually.
15.29.2.5. Joint
Meritorious Unit Award. The Joint Meritorious Unit Award was
established 4 June 1981 and is awarded in the name of the Secretary of Defense
to recognize joint units and activities such as a joint task force for
meritorious achievement or service superior to that normally expected. Air
Force members assigned or attached to the joint unit or joint task force
awarded a Joint Meritorious Unit Award may be eligible to wear the Joint
Meritorious Unit Award ribbon.
15.29.3. Achievement
Awards.
These awards recognize members for achieving
or meeting specific types of pre-established criteria or requirements of
qualification, service, performance, or conduct. Air Force members must meet
specific eligibility requirements and criteria. The Military Personnel Section
determines and verifies eligibility for the various types of achievement awards
and makes the appropriate entry into personnel records. The military personnel
section also procures and provides the initial issue of all achievement medals
and ribbons. Additional achievement awards can be found in AFI 36-2803.
15.29.3.1. Air Force
Longevity Service Award. The Air Force presents the Air Force
Longevity Service Award every 4 years to members who complete honorable active
Federal military service.
15.29.3.2. Air Force
Overseas Ribbon. The Air Force awards these ribbons to individuals who
have completed an overseas (long or short) tour.
15.29.3.3. Air Force
Training Ribbon. The Air Force awards this ribbon to members who have
completed an Air
Force accession training program (since 14
August 1974), such as basic military training, officer training school, Reserve
Officer Training Corps, United States Air Force Academy, or Medical Services,
Judge Advocate, or Chaplain orientation.
15.29.4. Special Trophies
and Awards.
The Air Force also sponsors various special
trophies and awards programs. Special trophies and awards are unique in that
the commanders of major commands, field operating agencies, and direct
reporting units must nominate individuals to compete for these awards. In most
cases, commanders submit nominations annually. The competition among the
nominees is keen. The commander's nomination alone serves as a meaningful
recognition because nomination places the individual in competition with the
best in the Air Force or the Nation. Some examples of special trophies and
awards are the 12 Outstanding Airmen of the Year Award and the Lance P. Sijan
Award. AFI 36-2805, Special Trophies and
Awards, lists various special trophies and awards programs.
15.29.5. Foreign
Decorations.
The policy of the Department of Defense is
that awards from foreign governments may be accepted only in recognition of
active combat service or for outstanding or unusually meritorious performance
only upon receiving the approval of Department of the Air Force.
15.30. Decorations:
15.30.1. What Is a
Decoration?
Formal recognition for personal excellence
that requires individual nomination and Air Force or Department of Defense
approval. Decorations are awarded in recognition for acts of valor, heroism,
courage, exceptional service, meritorious service, or outstanding achievement
that clearly place members above their peers and be of such importance that the
person cannot receive proper recognition in any other way. When an individual
is being considered for a decoration, the determining factors are level of
responsibility, achievements, accomplishments, manner of performance, and the
impact of the accomplishment. Each decoration has specific performance
requirements for award, and an individual may receive only one decoration for
any act, achievement, or period of service. Specific criteria for each
decoration are in AFI 36-2803.
15.30.2. Recommending an
Individual for a Decoration.
Any person, other than the individual being
recommended, having firsthand knowledge of the act, achievement, or service may
recommend or contribute to a decoration recommendation by providing evidence or
statements through the supervisor and chain of command of the member being
recommended. However, this obligation primarily falls on the immediate
supervisor. The three most common decorations are the Air Force Achievement
Medal, the Air Force Commendation Medal, and the Meritorious Service Medal.
Every unit, wing, and major command has specific submission criteria and
procedures for these three decorations. For specific guidance, contact your
commander support staff or the force management section at the local force
support squadron or military personnel section.
Section 15H
Airman Promotion System
15.31. Objective.
The enlisted promotion system supports
Department of Defense directive 1304.20, Enlisted Personnel
Management System (EPMS), by helping to provide a visible, relatively
stable career progression opportunity over the long term; attracting,
retaining, and motivating to career service, the kinds and numbers of people
the military services need; and ensuring a reasonably uniform application of
the principle of equal pay for equal work among the military services. This
section addresses the program elements of the Regular Air Force Airman.
15.32. Promotion Quotas.
Promotion quotas for the top five grades
(Staff Sergeant through Chief Master Sergeant) are tied to fiscal-end strength
and are affected by funding limits, regulatory limits, and the number of
projected vacancies in specific grades. The Department of Defense limits the
number of Airmen the Air Force may have in the top five grades. Public law
(Title 10, United States Code, Section 517) limits the
number of Airmen who may serve in the Regular Air Force in the top two enlisted
grades. The authorized daily average of enlisted members on Regular Air Force
(other than for training) in pay grades E-8 and E9 in a fiscal year may not be
more than 2.5 percent and 1.25, respectively.
15.33. Promotion Cycles and
General Eligibility Requirements.
The Air Force establishes promotion cycles to
ensure timely periodic promotions and to permit more accurate forecasting of
vacancies. Promotion cycles also balance the promotion administrative workload
and provide cutoff dates for eligibility. The basis for promotion eligibility
is proper skill level, sufficient time in grade, sufficient time in service,
and a recommendation by the immediate commander. Table 15.2 lists time in
service, time in grade, and significant dates of promotion. Table 15.3 lists
minimum eligibility requirements for each grade.
Table 15.2. Time in Service and
Time in Grade Requirements, Promotion Eligibility Cutoff Dates, and Test Cycles
for Promotion to Airman through Chief Master Sergeant.
|
R U L E |
A |
B |
C |
D |
E |
|
For Promotion To |
Time in Service |
Time in Grade |
Promotion Eligibility Cutoff Dates |
Test Cycle |
|
|
1 |
Airman |
--- |
6 months |
NA |
NA |
|
2 |
Airman First Class |
--- |
10 months |
NA |
NA |
|
3 |
Senior Airman |
36 months |
20 months or 28 months |
NA |
NA |
|
4 |
Staff Sergeant |
3 years |
6 months |
31 March |
May - June |
|
5 |
Technical Sergeant |
5 years |
23 months |
31 January |
February - March |
|
6 |
Master Sergeant |
8 years |
24 months |
30 November |
February - March |
|
7 |
Senior Master Sergeant |
11 years |
20 months |
30 September |
December |
|
8 |
Chief Master Sergeant |
14 years |
21 months |
31 July |
September |
15.34. Promotion Ineligibility.
There are many reasons why an Airman may be
considered ineligible for promotion, such as approved retirement, declination
for extension or reenlistment, court-martial conviction, control roster action,
not recommended by the commander, failure to appear for scheduled testing
without a valid reason, absent without leave, etc. When individuals are
ineligible for promotion, they cannot test; cannot be considered if already
tested; and the projected promotion, if already selected, will be canceled.
15.35. Promotion Sequence Numbers.
The Air Force Personnel Center assigns
promotion sequence numbers to Airmen selected for promotion to Staff Sergeants
through Chief Master Sergeant based on date of rank, total active federal
military service date, and date of birth. Supplemental selectees are assigned
promotion sequence numbers of .9 (increment previously announced) or .5
(unannounced future increment).
15.36. Accepting Promotion.
Airmen who accept a promotion are eligible
for reassignment and selective retraining in the projected grade. Selectees
to the grade of Master Sergeant and Senior Master Sergeant will incur a 2-year
Regular Air Force service commitment from the effective date of promotion. In
addition, members with 18 or more years of total active federal military
service will be required to obtain 2-years retainability to serve the 2-year
Regular Air Force service commitment. Selectees to the grade of Chief Master
Sergeant will incur a 3-year Regular Air Force service commitment from the
effective date of promotion and will be required to obtain 3-years
retainability (regardless of total active federal military service) to serve
the 3-year Regular Air Force service commitment. Within 10 workdays after
selection for promotion you are required to accept or decline the promotion.
Table 15.3. Minimum Eligibility
Requirements for Promotion. (Note 1)
|
|
A |
B |
C |
D |
E |
F |
G |
|
R U L E |
If promotion is to the rank of ( note 2) |
and the Primary Air Force Specialty Code as of Promotion Eligibility Cutoff Dates is at the |
and time in current grade is computed on the first day of
the month before the month promotions are made |
and the Total Active Federal Military Service Date is on the first day of the last month of the promotion cycle (see note 3) |
and the Airman has |
and
following mandatory education is complete (see note 7) |
then |
|
1 |
Senior Airman |
3 level (note 4) |
not applicable |
1 year |
|
|
The Airman is eligible
for promotion if recommended in writing, by the promotion authority He or she
must serve on Regular Air Force in enlisted status as of the promotion
eligibility cutoff date, serving continuous Regular Air Force until the
effective date of promotion, and is not in a condition listed under AFI
362502, Table 1.1 on or after the promotion eligibility cutoff date; must be
in promotion eligibility status code X on effective date of promotion (see note 8). |
|
2 |
Staff Sergeant |
5 level (note 5) |
6 months |
3 years |
|||
|
3 |
Technical Sergeant |
7 level (note 5) |
23 months |
5 years |
|||
|
4 |
Master Sergeant |
7 level |
24 months |
8 years |
|||
|
5 |
Senior Master Sergeant |
7 level (note 5) |
20 months |
11 years |
8 years cumulative
enlisted service (total enlisted military service date) creditable for basic
pay (see note 5) |
Senior NCO Academy and Associates Degree from Community College of the Air Force (note 8 and 9) |
|
|
6 |
Chief Master Sergeant |
9 level (note 5) |
21 months |
14 years |
10 years cumulative
enlisted service (total enlisted military service date) creditable for basic
pay (see note 5) |
Associates Degree from Community College of the Air Force (note 8 and 9) |
|
|
See notes on next page |
|||||||
NOTES:
1. Use this Table to determine standard minimum eligibility
requirements for promotion consideration Headquarters United States Air Force
may announce additional eligibility requirements The
individual must serve on enlisted Regular Air Force and have continuous Regular
Air Force as of promotion eligibility cutoff date.
2. The high year of tenure policy applicable as of promotion
eligibility cutoff date may affect promotion eligibility in grades Senior
Airman and above.
3. Use years of satisfactory service for retirement in place of
total active federal military service date to determine promotion eligibility
for Air National Guard and Air Force Reserve Airmen ordered to Regular Air
Force under 12301(a).
4. Airman First Class must meet skill level requirements by the
effective date of promotion for Senior Airman Senior Airman must meet skill
level requirements by the promotion eligibility cutoff date for Staff Sergeant
Staff Sergeants test and compete for promotion to Technical Sergeant if they
have a 5-skill level as of promotion eligibility cutoff date; however, they
must have a 7-skill level before promotion Master Sergeants and Senior
Master Sergeants must meet minimum skill-level requirements listed above. In
some case, commanders may waiver this to allow them to compete for promotion
Airmen demoted to Senior Airman, Staff Sergeant, or Technical Sergeant will not
have their high year of tenure adjusted to make them eligible to compete for
promotion. Airmen who are demoted past their high year of tenure for that grade
will not be afforded an opportunity to promotion test If demoted an Airman's
high year of tenure will be established in accordance with AFI 36-3208.
5. Service in a commissioned, warrant, or flight officer status is
creditable for pay. Such service does not count for this requirement (38
Comptroller General 598). Airmen may be considered for promotion who meet this
requirement on the first day of the last month promotions are normally made in
the cycle. Actual promotion does not occur earlier than the first day of the
month following the month the Airman completes the required enlisted service.
This applies if the select had a sequence number in an earlier promotion
increment; however, if the Airman meets the required enlisted service on the
first day of the month, the date of rank and effective date is that date.
6. If a temporary duty student meets the requirements of this table
but does not maintain satisfactory proficiency, the military personnel section
that services the Airman's temporary duty unit informs the military personnel
section servicing the Airman's unit of assignment.
7. To satisfy promotion eligibility requirements, enlisted
professional military education will be completed by in-residence for promotion
to Staff Sergeant and by correspondence for promotion to Senior Master
Sergeant. All professional military education may be completed in-residence or
by correspondence. If selected, the projected promotion will be placed into
withhold, if the 12month Enlisted Professional Military Education Policy
enrollment expires before the promotion sequence number consummates. The
promotion sequence number will be removed if Enlisted Professional Military
Education Policy is not completed by the end of the promotion cycle.
8. Completion of the United States Army Sergeants Major Academy, the
United States Navy Senior Enlisted Academy, the United States Coast Guard Chief
Petty Officers Academy, United States Marine Corps Staff NCO Academy, or
approved comparable international courses are equivalent to Senior NCO Academy.
9. The Community College of the Air Force degree can be in any
discipline Degree must be conferred (awarded) by Community College of the Air
Force on or before the promotion eligibility cut-off date.
15.37. Declining Promotion.
Airmen may decline a promotion in writing any
time prior to the effective date. The declination letter must include name,
social security number, promotion cycle, promotion sequence number (if already
selected), and a statement of understanding that reinstatement will not be
authorized.
15.38. Enlisted Professional Military Education Completion.
Airmen who fail to complete Phase 2 and/or
Phase 3 enlisted PME distance learning prior to the established suspense are
considered ineligible for promotion. Airmen selected for promotion to Staff
Sergeant must complete in-resident enlisted professional military education
(Airman Leadership School) before assuming the rank of Staff Sergeant unless
the member is granted an enlisted professional military education waiver. There
is no PME requirement to sew on Technical Sergeant or Master Sergeant; however,
the Airman must not have a Promotion Eligibility States code 2 for failure to
complete Phase 2 or 3 distance learning by the suspense date. If they have a
Promotion Eligibility code 2 on or after promotion eligibility cut-off date
they are ineligible for the cycle. Airmen pending promotion consideration
to the rank of Senior Master Sergeant must complete Phase 3 Senior NCO Academy
or equivalent/sister service/international enlisted professional military
education (correspondence or in-residence) on or before the promotion eligibility
cut-off date to remain eligible for promotion. In the case that an Airman has a
promotion sequence number and has not completed their required distance
learning by the suspense date, he or she will be placed into a promotion
withhold status. The withhold status will be removed upon course completion or
it will expire at the end of the promotion cycle where the line number will be
cancelled.
15.39. Promotion by Grade:
15.39.1. Airman and Airman First Class.
The Air Force normally promotes eligible
Airmen recommended by their commander on a noncompetitive basis. An Airman
Basic must have 6 months of time in grade to be eligible for promotion to
Airman. The time in grade requirement for an Airman to be eligible for
promotion to Airman First Class is 10 months. There are different phase points
for individuals graduating from basic military training as Airman or Airman
First Class that correspond with their earlier promotions. Individuals
initially enlisting for a period of 6 years are promoted from Airman Basic or
Airman to Airman First Class upon completion of either technical training, or
20 weeks of technical training (start date of the 20-week period is the date of
basic military training completion), whichever occurs first.
15.39.2. Senior Airman.
The Air Force promotes Airman First Class to
Senior Airman with either 36 months of time in service and 20 months of time in
grade or 28 months of time in grade, whichever occurs first. They must possess
a 3-skill level and be recommended by their unit commander. Airman First Class
may compete for early advancement to Senior Airman if they meet the minimum
eligibility criteria outlined in the aforementioned Table 15.3. If promoted to
Senior Airman below the zone, their promotion effective date would be 6 months
before their fully qualified date. Individuals are considered in the month
(December, March, June, or September) before the quarter (January through
March, April through June, July through September, or October through December)
they are eligible for below the zone promotion.
15.39.3. Staff Sergeant and Technical Sergeant.
Promotion to the grades of Staff Sergeant
through Technical Sergeant occurs under one of two programs: the Weighted
Airman Promotion System or Stripes for Exceptional Performers.
15.39.3.1. Weighted Airman Promotion System. Airmen compete and test under Weighted Airman Promotion
System in their control Air Force specialty code held on the promotion
eligibility cutoff date. The Weighted Airman Promotion System consists of up to
four weighted factors: specialty knowledge test, promotion fitness examination,
decorations, and enlisted performance reports. Each of these factors is
weighted or assigned points based on its importance relative to promotion. The
promotion fitness examination and specialty knowledge test account for 200
points. The promotion fitness examination contains a wide range of Air Force
knowledge, while the specialty knowledge test covers Air Force specialty code
broad technical knowledge. Table 15.4 shows how to calculate points. The Air
Force makes promotions under Weighted Airman Promotion System within each Air
Force specialty code, not across them. This means those eligible compete for
promotion only with those individuals currently working in their Air Force
specialty code. Selectees are individuals with the highest scores in each Air
Force specialty code, within the quota limitations. If more than one individual
has the same total score at the cutoff point, the Air Force promotes everyone
with that score.
15.39.3.2. Stripes for Exceptional Performers Program. The Stripes for Exceptional Performers Program, established
in 1980, is designed to meet those unique circumstances that, in the
commander's judgment, clearly warrant promotion. Under Stripes for Exceptional
Performers, commanders of major commands and field operating agencies and
senior officers in organizations with large enlisted populations may promote a
limited number of Airmen with exceptional potential to the grades of Staff
Sergeant through Technical Sergeant (each major command determines their own
procedures and Stripes for Exceptional Performers selection levels). The
commander must ensure personnel who are promoted meet eligibility requirements
including completion of the appropriate enlisted professional military
education. An individual may not receive more than one promotion under any
combination of promotion programs within a 12-month period. (Exception: A
Senior Airman must serve 6 months of time in grade before being promoted to
Staff Sergeant.) Isolated acts or specific achievements should not be the sole
basis for promotion under this program. Stripes for Exceptional Performers
promotion opportunities are limited, therefore Commanders are encouraged to
recognize and promote their exemplary performers who meet the minimum promotion
eligibility criteria. Date of rank and effective date is the date the selection
authority announces the promotion.
Table 15.4. Calculating
Weighted Points and Promotion Factors for Promotion to Staff Sergeant through
Technical Sergeant.
|
R U L E |
A |
B |
|
|
If the factor is |
then the maximum score is |
||
|
1 |
Specialty Knowledge Test |
100 points. Base individual score on percentage correct (two decimal places). (note 1) A minimum specialty knowledge test score of 40 points is required (a combine score of 90 specialty knowledge test/Promotion Fitness Exam points is required). (note 2) |
|
|
2 |
Promotion Fitness Exam |
100 points. Base individual score on percentage correct (two decimal places). (note 1) A minimum Promotion Fitness Exam score of 40 points is required (a combine 90 points specialty knowledge test/Promotion Fitness Exam is required) Airmen testing Promotion Fitness Exam only are required to score a minimum of 45 points (note 2). |
|
|
3 |
Decorations |
25 points. Assign each decoration a point
value based on order of precedence. (note 3) Medal of Honor: 15 Air Force, Navy, or Distinguished Service
Cross: 11 Defense Distinguished Service Medal,
Distinguished Service Medal, Silver Star: 9 Legion of Merit, Defense Superior Service
Medal, Distinguished Flying Cross: 7 Airman, Soldier, Navy-Marine Corps, Coast
Guard Bronze Star, Defense/Meritorious Service Medals, Purple Heart: 5 Air, Aerial Achievement, Air Force
Commendation, Army Commendation, Navy-Marine Corps Commendation, Joint Services, or Coast
Guard Commendation Medal: 3 Navy - Marine Corps, Coast Guard, Air Force, Army, or Joint Service Achievement Medal: 1 |
|
|
4 |
Enlisted Performance Reports |
250 points. Multiply each enlisted
performance report's point value (note 4), preceding the promotion
eligibility cutoff date, not to exceed 3 reports, by the time-weighted factor
for that specific report When the maximum three enlisted performance reports
are calculated the time weighted factors begins with 50 percent (.50) for the
most recent report, 30 percent (.30) for the middle or second most recent
report, and 20 percent (.20) for the bottom report (50% - 30% -20%). After
calculating each report, add the total weighted point value of each report
for a sum. When an Airman is in their second year of eligibility, and/or when
only two reports are calculated, the time weighted factor begins with 60
percent (.60) for the top or most recent report and 40 percent (.40) for the
bottom report (60% - 40%). When an Airman is in their first year of promotion
eligibility and/or when only one enlisted performance report is calculated,
the time weighted factor is 100 percent. (notes 1 and 4) Example: Enlisted performance report string (most recent to
oldest): Promote Now + Must Promote + Promote Promote Now [250] x .50 = 125
weighted points Must Promote [220] x .30 = 66
weighted points Promote [200] x .20 = 40 weighted points 231 points |
|
|
Notes: 1. Cutoff
scores after the second decimal place. Do not use the third decimal place to
round up or down. 2. Airmen
that score the minimum 40 points on either the specialty knowledge test or
Promotion Fitness Exam (when taking both examinations) must score a minimum
of 50 on the other one, in order to meet the minimum combine score of 90 For
those testing Promotion Fitness Exam only a minimum score of 45 is required
(combine score of 90 when doubled). Airmen that fail to obtain the minimum
score are considered promotion ineligible. 3. The decoration closeout
date must be on or before the promotion eligibility cutoff date. The prepared
date of the DECOR 6 recommendation for decoration printout must be before the
date Headquarters Air Force Personnel Center made the selections for promotion.
Fully document resubmitted decorations (downgraded, lost, etc.) and verify
they were placed into official channels before the selection date. 4. Promote
Now = 250, Must Promote = 220, Promote = 200, Not Ready Now = 150, Do Note
Promote = 50. 5. Only count evaluations received during each grade's period of promotion eligibility. Do not count non-evaluated periods of performance, such as break in service, report removed through appeal process, etc., in the computation. For example, compute an enlisted performance report string of 4B, XB, 5B the same as 4B, 5B, 4B enlisted performance report string. |
|||
15.39.4. Master Sergeant,
Senior Master Sergeant and Chief Master Sergeant.
Consideration for promotion to the grades of
Master Sergeant, Senior Master Sergeant and Chief Master Sergeant is done
through a two-phased process. Phase I is similar to the Weighted Airman
Promotion System evaluation for Staff Sergeant and Technical Sergeant, although
some promotion factors differ. Phase II consists of a central evaluation board
held at Air Force Personnel Center using the whole-person concept. All
promotion eligibles for each cycle are reviewed by the central evaluation
board. The Air Force selects senior NCOs with the highest scores in each Air
Force specialty code for promotion, within the quota limitations. If more than
one senior NCO has the same total score at the cutoff point, the Air Force
promotes everyone with that score. Table 15.5 (Master Sergeant cycle) and Table
15.6 (Senior Master Sergeant/Chief Master Sergeant cycles) detail how points
are calculated.
15.40. Weighted Airman
Promotion System Testing:
15.40.1. General Responsibilities and Score Notices.
Preparing for promotion testing is solely an
individual responsibility. Weighted Airman Promotion System score notices are a
means to give Airmen a report of their relative standing in the promotion
consideration process and should never be provided to or used by anyone other
than the individual and his or her commander. An Airman's scores cannot be
disclosed without the Airman's written consent. Commanders support staff, first
sergeants, supervisors, etc., are not authorized access to an Airman's Weighted
Airman Promotion System scores. The commander has the specific duty to notify
Airmen of promotion selection or nonselection results and may need to review
their score notices to determine status. Commanders must restrict their use of
the scores to notification and advisory counseling on behalf of the Airman and
must not allow further dissemination of scores. Individuals may retrieve a copy
of their score notice on the virtual military personnel flight after the
initial promotion selection for the current cycle.
15.40.2. Individual Responsibilities.
Personal involvement is critical. As a
minimum, all Airmen testing must:
15.40.2.1. Know
their promotion eligibility status.
15.40.2.2. Maintain
their specialty and military qualifications to retain their eligibility.
15.40.2.3. Use a
self-initiated program of individual study and effort to advance their career
under Weighted Airman Promotion System.
15.40.2.4. Obtain
all current study references for a particular promotion cycle.
15.40.2.5. Review
the annual Enlisted Promotions References and Requirements Catalog to check
availability and receipt of correct study references.
15.40.2.6. Be
prepared to test the first day of the testing window and throughout the testing
cycle. Members who will be unavailable during the entire testing cycle due to a
scheduled temporary duty must be prepared to test prior to temporary duty
departure even if the temporary duty departure is before the first day of the
testing cycle. Airman may opt to test early provided the correct test booklets
are available.
15.40.2.7. Ensure
they receive at least 60 days of access to study materials prior to testing.
15.40.2.8. (For
Master Sergeant, Senior Master Sergeant and Chief Master Sergeant eligibles) Ensure their selection folder at Air Force
Personnel Center is accurate and complete.
Table 15.5. Calculating
Weighted Points and Promotion Factors for Master Sergeant.
|
R U L E |
A |
B |
|
If the factor is |
then the maximum score is |
|
|
1 |
Specialty Knowledge Test |
100 points. Base individual score on number correct (two decimal places). (note 1) A minimum specialty knowledge test score of 40 points is required (a combine score of 90 specialty knowledge test/Promotion Fitness Exam points is required). (note 2) |
|
2 |
Promotion Fitness Exam |
100 points. Base individual score on number correct (two decimal places). (note 1) A minimum Promotion Fitness Exam score of 40 points is required (a combine score of 90 points specialty knowledge test/Promotion Fitness Exam is required). Airmen testing Promotion Fitness Exam only are required to score a minimum of 45 points (note 2). |
|
3 |
Decorations |
25 points. Assign each decoration a point
value based on order of precedence. (note 3) Medal of Honor: 15 Air Force, Navy, or Distinguished Service
Cross: 11 Defense Distinguished Service Medal,
Distinguished Service Medal, Silver Star: 9 Legion of Merit, Defense Superior Service
Medal, Distinguished Flying Cross: 7 Airman, Soldier, Navy-Marine Corps, Coast Guard
Bronze Star, Defense/Meritorious Service Medals, Purple Heart: 5 Air, Aerial Achievement, Air Force
Commendation, Army Commendation, Navy-Marine Corps Commendation, Joint Services, or Coast
Guard Commendation Medal: 3 Navy - Marine Corps, Coast Guard, Air Force, Army, or Joint Service Achievement Medal: 1 |
|
4 |
Board Score |
450 points. Each panel member scores each
record, using a 6- to 10-point scale and half-point increments. An individual
s record may receive a panel composite score (3 members) from a minimum of 18
(6 - 6 - 6) to a maximum of 30 (10 - 10 - 10) points. The composite score (18
to 30 points) is later multiplied by a factor of 15, resulting in a total
board score (270 to 450). Example: Panel composite score 8 + 8.5 + 8 = 24.5 24.5 x 15 = 367.5 Board Score |
|
Notes: 1. Cutoff
scores after the second decimal place. Do not use the third decimal place to
round up or down. 2. Airmen
that score the minimum 40 points on either the specialty knowledge test or
Promotion Fitness Exam (when taking both examinations) must score a minimum
of 50 on the other one, in order to meet the minimum combine score of 90. For
those testing Promotion Fitness Exam only a minimum score of 45 is required
(combine score of 90 when doubled). Airmen that fail to obtain the minimum
score will be rendered a promotion non-select. 3. The decoration closeout date must be on or before the promotion eligibility cutoff date. The prepared date of the DECOR 6 recommendation for decoration printout must be before the date Headquarters Air Force Personnel Center made the selections for promotion. Fully document resubmitted decorations (downgraded, lost, etc.) and verify they were placed into official channels before the selection date. |
||
Table 15.6. Calculating
Weighted Points and Promotion Factors for Senior Master Sergeant and Chief
Master Sergeant.
|
R U L E |
A |
B |
|
If the factor is |
then the maximum score is |
|
|
1 |
United States Air Force Supervisory Exam |
100 points. Base individual score on correct
(note 1). A minimum score of 45 points is required (note 2). |
|
2 |
Decorations/ Awards |
25 points. Assign each decoration a point
value based on order of precedence as follows (note 3): Medal of Honor: 15 Air Force, Navy, or
Distinguished Service Cross: 11 Defense Distinguished Service Medal, Distinguished Service Medal,
Silver Star: 9 Legion of Merit, Defense Superior Service Medal, Distinguished Flying Cross:
7 Airman, Soldier, Navy-Marine Corps, or Coast Guard Bronze Star, Defense/Meritorious Service
Medals, Purple Heart: 5 Air, Aerial Achievement, Air Force Commendation, Army Commendation, Navy-Marine Corps Commendation, Joint Services Commendation, or Coast Guard Commendation
Medal: 3 Navy - Marine Corps Achievement, Coast Guard Achievement, Air Force
Achievement, Army Achievement, or Joint Service Achievement Medal: 1 |
|
3 |
Board Score |
450 points. Each panel member scores each
record, using a 6- to 10-point scale and half-point increments. An
individual's record may receive a panel composite score (3 members) from a
minimum of 18 (6 - 6 - 6) to a maximum of 30 (10 - 10 - 10) points. The
composite score (18 to 30 points) is later multiplied by a factor of 15,
resulting in a total board score (270 to 450). Example: Panel composite score 8 + 8.5 + 8 = 24.5 24.5 x 15 = 367.5 Board Score |
|
Notes: 1. Cut
off scores after the second decimal place. Do not use the third decimal place
to round up or down. 2. A minimum United States
Supervisory Exam score of 45 is required to maintain promotion eligibility.
Airmen that fail to obtain the minimum score will be rendered a promotion
non-select. 3. The decoration closeout date must be on or before the promotion eligibility cutoff date. The signed date by the higher official endorsing the recommendation on the DECOR 6 must be before the date Headquarters Air Force Personnel Center announced the selections for promotion. Fully document resubmitted decorations (downgraded, lost, etc.) and verify they were placed into official channels before the selection date. |
||
15.40.3. Data Verification
Record.
The military personnel section will instruct
eligible Airmen to obtain and review his or her data verification record on
virtual military personnel flight to verify the data used in the promotion
selection process. Each eligible Airman must review the data verification
record and the master personnel records in the Automated Records Management
System (automated records management system)/Personnel Records Display
Application and report any errors to the military personnel section. If an
error is noted, the Airman must immediately contact his or her military
personnel section for assistance. The military personnel section will update
Military Personnel Data System with the correct data. Except for updating
enlisted performance report data, each change will produce an updated promotion
brief at Air Force Personnel Center and update the data verification record on
virtual military personnel flight. The Airman's receipt of the updated data
verification record ensures changes were made. Airmen should verify the updated
information. Supplemental promotion consideration may not be granted if an
error or omission appeared on the data verification record and the individual
took no corrective or follow-up action before the promotion selection date for
Staff Sergeant through Technical Sergeant, and before the original evaluation
board for Master Sergeant, Senior Master Sergeant and Chief Master Sergeant.
Individuals may retrieve a copy of their data verification record on virtual
military personnel flight before the initial promotion selection for the
current cycle.
15.41. Study Materials:
15.41.1. Enlisted Promotions References and Requirements Catalog.
Published annually on 1 October, the Enlisted Promotions References and Requirements Catalog lists
all enlisted promotion tests authorized for administration and the study
references associated with these tests. Only publications used to support
questions on a given promotion test are listed. There are three types of tests
discussed in the catalog; Promotion Fitness Examinations, United States Air
Force Supervisory Examinations, and specialty knowledge tests. The study
references for the Promotion Fitness Examinations and United States Air Force
Supervisory Examinations are the grade-specific study guides derived from AFH
1, Airman and the study references for specialty
knowledge tests are a combination of career development courses and/or
technical references. Career development courses used as study references may
be different from those issued for upgrade training. The catalog also contains
administrative and special instructions for test control officers. The Enlisted Promotions References and Requirements Catalog is
available at https://www.omsq.af.mil/.
15.41.2. Distribution of Weighted Airman Promotion System Career
Development Courses and Non-Career Development Courses Study References.
The Air Force Career Development Academy is
tasked with providing each promotion eligible member access to Weighted Airman
Promotion System career development courses. Weighted Airman Promotion System
career development courses are available on-line at http://cdc.aetc.af.mil/. The site is updated
to coincide with release of the Enlisted Promotions
References and Requirements Catalog. Non-career development course study
reference materials, such as Air Force instructions or technical orders, should
be available on-line at http://www.epublishing.af.mil or other approved
repositories. Commercial publications, such as medical references, should be
available at unit or base level. Individuals may ask their unit Weighted Airman
Promotion System monitor to order any study reference listed in the catalog that
is not locally available. According to AFI 36-2605, Air
Force Military Personnel Testing System, promotion eligible Airmen should
have access to their reference materials at least 60 days before the scheduled
test date. If not, the Airman may request a delay in testing.
15.42. Promotion Test
Development:
15.42.1. Test Developers.
The Airman Advancement Division, Joint Base
San Antonio-Randolph, Texas, produces all Air Force enlisted promotion tests,
which are written by Airmen for Airmen. Although the tests are developed at
Airman Advancement Division, senior NCOs from across the Air Force travel to
Joint Base San Antonio-Randolph to develop and validate the test questions. For
specialty knowledge tests, senior NCO subject-matter experts are selected based
on their specialties and job experience. For Promotion Fitness and United
States Air Force Supervisory Examinations, Chief Master Sergeants are selected
based on Air Force demographics, extensive experience, and major command
representation. Test development specialists provide psychometric and
developmental expertise required to ensure the tests are credible, valid, and
fair to all examinees. All enlisted promotion tests are revised annually.
15.42.2. Test Development Process.
Airman Advancement Division test development
specialist's work closely with Air Force career field managers to stay abreast
of changes affecting career fields which may impact promotion test development.
At the beginning of a test development project, the most current tests are
administered to the subject-matter experts. This gives subjectmatter experts
the point of view of the test takers and helps them evaluate how the test
content relates to performance in their specialties. They carefully check the
references of each question. Only after this is accomplished do they begin
developing new test questions. Every question on a test comes from one of the
publications listed in the Enlisted Promotions References
and Requirements Catalog.
15.42.3. Specialty Knowledge Tests.
Specialty knowledge tests measure important
job knowledge required of Staff Sergeants, Technical Sergeants, and Master
Sergeants in a particular specialty. Senior NCOs from each career field, guided
by test development specialists, develop tests for their Air Force specialty
using the specific career field education and training plan, occupational
analysis data, and their experiences to tie test content to important tasks
performed in the specialty.
15.42.4. Promotion Fitness Examination and United States Air Force
Supervisory Examination.
The Promotion Fitness Examination measures
military and supervisory knowledge required of Staff Sergeants, Technical
Sergeants, and Master Sergeants. The United States Air Force Supervisory
Examination evaluates practical military, supervisory, and managerial knowledge
required for the top two non-commissioned grades. Chief Master Sergeants from
across the Air Force, guided by test development specialists, develop these tests
using the Military Knowledge and Testing System chart and their experience.
15.43. Promotion Test Administration and Scoring.
Promotion tests are administered to all
Airmen competing for promotion to the grades of Staff Sergeant through Chief
Master Sergeant. To the greatest extent possible, test administration
procedures are standardized to ensure fairness for all members competing for
promotion. Strict procedures are used for handling, storing, and transmitting
test booklets and answer sheets to preclude the possibility of loss or
compromise. All promotion tests are electronically scored at Air Force
Personnel Center following thorough quality control steps to ensure accurate
test results for each member. The test scanning and scoring process contains
many safeguards to verify accuracy, including hand-scoring a percentage of
answer sheets (pulled randomly), and physically reviewing answer sheets.
Because of the difficulty of the tests, some individuals may receive scores
they believe do not reflect their study efforts. Likewise, some members may
receive the same score as the previous year. Information concerning
verification of test scores is contained in AFI 36-2605.
15.44. Air Force Enlisted Promotion Test Compromise.
Group study (two or more people) is strictly
prohibited. This prohibition protects the integrity of the promotion testing
program by ensuring promotion test scores are a reflection of each member's
individual knowledge. Enlisted personnel who violate these prohibitions are
subject to prosecution under Article 92 of the Uniform Code of Military Justice
for violating a lawful general regulation. Conviction can result in a
dishonorable discharge, forfeiture of all pay and allowances, and confinement
for up to 2 years. Information concerning enlisted promotion test compromise is
contained in AFI 36-2605. In addition to group study, specific test compromise
situations include, but are not limited to:
15.44.1. Discussing
the contents of a specialty knowledge test, promotion fitness examination, or
United States Air Force supervisory examination with anyone other than the test
control officer or test examiner. Written inquiries or complaints about a test
are processed through the test control officer.
15.44.2. Sharing
pretests or lists of test questions recalled from a current or previous
specialty knowledge test, promotion fitness examination, or United States Air
Force supervisory examination; personal study materials; underlined or
highlighted study reference material; and commercial study guides with other
individuals.
15.44.3. Although
the Air Force does not recommend or support commercial study guides, they may
be used to prepare for promotion testing. Placing commercial study guide
software on government computers is prohibited because doing so implies Air
Force sanctioning of the guides. Additionally, there are prohibitions against
developing commercial study guides.
15.44.4. Creating,
storing, or transferring personal study notes on government computers.
Government computers may be used to view electronic versions of official study
references such as this pamphlet, Air Force instructions, Air Force policy
directives, technical orders, etc.
Note: Training designed to improve general military knowledge,
such as NCO of the quarter or Senior Airman below the zone boards, does not
constitute group study as long as the intent of the training is not to study
for promotion tests. Likewise, training to improve general study habits or
test-taking skills is permissible if the training does not focus on preparing
for promotion tests. However, individuals may not collaborate in any way or at
any time to prepare for promotion testing.
15.45. Supplemental Promotion Actions.
Air Force Personnel Center conducts in-system
promotion consideration on a monthly basis. Supplemental evaluation boards for
promotion to the grades of Master Sergeant, Senior Master Sergeant, and Chief
Master Sergeant are conducted on a semiannual basis. Remember, supplemental
promotion consideration may not be granted if the error or omission appeared on
the data verification record, or in the senior NCO selection record, located in
the personnel records display application, and the individual did not take the
necessary steps to correct the error prior to promotion selection or prior to the
evaluation board. Fully documented supplemental consideration requests, to
include proof of corrective or follow-up actions taken by the individual to
correct the error, are submitted to the military personnel section, in writing,
with the recommendation of the individual's unit commander. The military
personnel section forwards the request to Air Force Personnel Center for final
approval.
15.46. Occupational Analysis Program.
15.46.1. The
Air Education and Training Command, Occupational Analysis Division houses the
Air Force Occupational Analysis Program, governed by AFI 36-2623, Occupational Analysis. The purpose of the Occupational Analysis
Program is to equip senior leaders and managers of Air Force personnel and
training programs with objective, fact-based information about Air Force
occupations and civilian occupational series. The role of occupational analysis
is to conduct occupational studies; develop survey instruments, analyze the
data collected, and provide actionable Air Force specialty information.
Decision makers associated with training program responsibilities for an Air
Force specialty use occupational survey data to establish, validate, and adjust
training. Decision makers associated with personnel programs for an Air Force
specialty use occupational survey data to justify or change personnel policies
and to refine, or maintain occupational structures. Occupational survey data is
provided to the Air Education and Training Command, Airman Advancement Division
to ensure enlisted promotion tests are relevant, fair, and reliable.
15.46.2. As
noted in AFPD 36-26, Total Force Development, paragraph
1.1.6., the Department of the Air Force adopted the Instructional System
Development process to develop Air Force training programs. The Occupational
Analysis Program is the singularly unique Air
Force entity which collects, analyzes, and reports the
job/occupational performance factors which are defined, measured, and applied
within Instructional System Development. The Occupational Analysis Program is
integral to providing an objective and factual orientation for three force
development tenets inherent to AFPD 36-26, Total Force
Development: (1) capabilities-based training (used to identify knowledge
needed and specific tasks necessitating training to meet job performance
requirements); (2) personnel classification and utilization (used to identify
tasks performed at each career stage and to validate occupational structures);
and (3) promotion testing (used to identify operationally relevant duties and
tasks for test development to promote and retain the best Airmen). (Figure
15.3.)
Figure
15.3. Occupational Analysis Data: Hierarchy of Impact
15.46.3. The
Occupational Analysis Division conducts occupational studies on enlisted Air
Force specialties on a periodic basis, typically a 3- to 4-year cycle, and upon
request (if out of cycle). Special studies, to include officer Air Force
specialties and civilian occupational series, are conducted upon request.
Career field leaders and subject matter experts are key to the process in
developing the content of the survey instruments. Occupational surveys are
administered to all eligible personnel in the targeted Air Force specialty or
civilian occupational series through direct email (AFNet).
15.46.3.1. Data Presentation and
Applications.
15.46.3.1.1. Occupational
survey results are reported in occupational analysis reports. Occupational
analysis reports data includes information on the duties and responsibilities
performed by career field members in the form of task statements and duty
areas. Collectively, this data describe the work performed by career field
members in their jobs (Air Force Specialty Code) and throughout each stage of
their career. Additionally, occupational survey data provides supporting
information on when and how members should be trained to perform their jobs.
Enlisted career field training personnel use occupational survey data (e.g.,
skill-level member data) as the primary source of empirical data to support
decisions on what type of training is needed, who needs the training, and to what depth the
training should be taught...Right Skills * Right Time * Right
Place.
15.46.3.1.2. Career
field leaders at specialty training requirements team sessions and/or
utilization and training workshops are primary users of occupational survey
data. These conferences of career field leaders, and training and personnel
specialists evaluate existing training requirements for relevancy and efficacy.
Based on occupational survey data, conference attendees make changes to career
field education and training plans, career development course content, and the
Air Force Specialty/Air Force Specialty Code description of duties,
responsibilities, and qualifications as depicted in their respective Air Force
Classification Directory (Enlisted. officer, or civilian Office of Personnel
Management Handbook).
15.46.3.1.3. Occupational
survey data is also crucial in the development and validation of specialty
knowledge test content integral to the Weighted Airman Promotion System.
Occupational survey data are the objective source of job information available
to specialty knowledge test development teams to construct promotion examinations
that meet the requirements for relevance, fairness, and reliability. The
Occupational Analysis Program produces a collective measure of occupational
survey data which identifies mission essential tasks (areas of work) that
suggests this data should serve as the basis for relevant promotion test
content.
15.46.3.1.4. The
Occupational Analysis process and data application are conducted IAW AFI
36-2623, Occupational Analysis and supported by
AFPD 36-26, Total Force Development, AFMAN 36-2234, Instructional System Development (ISD), and AFH 36-2235, Vol 9, ISD Application to Technical Training. Additionally, the
Occupational Analysis process supports the requirements referenced in AFI
36-2201, Air Force Formal Training, AFI 36-2101, Classifying Military Personnel (Officer and Enlisted), AFI
36-2605, Air Force Military Personnel Testing System,
and AETCI 36-2641, Technical and Basic Military Training
Development.
15.46.4. All
career field members have pivotal roles with the constructive outcomes of
occupational studies. Airmen of a career field being surveyed must devote the
necessary time and commitment in completing their assigned occupational
surveys. As stated previously, the data collected from each Airman, each survey
participant, translates into operationally relevant training programs for their
Air Force Specialty Code, and fair and reliable promotion tests for their
career field under Weighted Airman Promotion System.
15.46.5. View
your career field information by visiting the Air Force Occupational Analysis
Program website: oa.aetc.af.mil/, select enlisted products, and find your Air Force Specialty's
occupational analysis reports to gain valuable insights into the duties and
responsibilities of your career field, and other career fields across the Air
Force. In addition to the duties and tasks performed, and equipment and systems
operated within a career field, you can also view job satisfaction information,
work-life balance data, and the rationale behind why Airmen
are reenlisting or separating from the Air Force. This information brings great
value should you be considering career broadening through retraining. Section 15I Senior NCO Promotion Program
15.47. Individual
Responsibility:
15.47.1. The
importance of individual responsibility cannot be overemphasized. Each
individual is responsible for ensuring he or she is properly identified as
eligible for promotion consideration. (See AFI 36-2502, for minimum eligibility
requirements for promotion.) Those eligible should have the current study
reference materials, know when the testing cycle starts, ensure the information
in their selection folder at Air Force Personnel Center is accurate and
complete, study as needed, and test when scheduled.
15.47.2. Those
eligible for promotion to Master Sergeant, Senior Master Sergeant and Chief
Master Sergeant should obtain their data verification record (Figure 15.4)
through virtual military personnel flight. The data verification record
displays current career information as of the promotion eligibility cutoff
date, some of which is included in the senior NCO evaluation brief (Figure
15.5) reviewed by the evaluation board.
15.47.3. Along
with reviewing the data verification record, eligibles should review their
senior NCO selection folder documents filed in automated records management
system and personnel records display application to ensure data is accurate and
appropriate documents are filed. Promotion eligibles should notify their
military personnel section of any errors.
15.48. Promotion Criteria:
15.48.1. As
noted in the aforementioned Tables 15.5 (MSgt), 15.6 (SMSgt/CMSgt) show how to
calculate weighted factors for promotions and Table 15.3 shows the minimum
eligibility requirements for promotion to Senior Master Sergeant and Chief
Master Sergeant.
15.48.2. Senior
Master Sergeants being considered for promotion to Chief Master Sergeant will
compete for promotion in the chief enlisted manager code of the control Air
Force specialty code they held as of the promotion eligibility cutoff date.
Master Sergeants being considered for promotion to Senior Master Sergeant will
compete for promotion in the superintendent level of the control Air Force
specialty code they held as of the promotion eligibility cutoff date.
Individuals with a reporting identifier or special duty identifier, designated
as their control Air Force specialty code on the promotion eligibility cutoff
date, will compete within that reporting identifier or special duty identifier.
Figure 15.4. Sample Senior NCO
Promotion Data Verification Record.
Enlisted Data Verification Record
The following data is
reflected in your Weighted Airman Promotion System Record. The data reflected
is as of the Promotion Eligibility Cutoff Date and may not be the same as what
is in the Military Personnel Data System.
The information reflected
on this data verification record will be used in the promotion process for the
cycle indicated. Review this data in detail, especially your control Air Force
specialty code, decorations, Professional Military education and education data
and retain for your personal records. Information reflected is as of Promotion
Eligibility Cutoff Date, except a projected retirement date will continue to be
updated until the actual promotion brief is produced (about 30-45 days prior to
the board). The evaluation board reviews all reports closing out up to 5 years
prior to Promotion Eligibility Cutoff Date. Any additional reports are listed
for your information only. If you have recently retrained or entered a Special
Duty Identifier, your control Air Force specialty code effective date is the
date you departed for training. If you detect any errors or have any questions,
contact your customer service center or personnel representative immediately.
Your personal involvement is a must it's your promotion
This is considered an
official document and it is your responsibility to verify your promotion
information.
GENERAL
INFORMATION AS OF: 03 AUG 2013
NAME: SMITH, JOHN A. RANK: SMSG SSAN: XXX-XX-4321
UNIT: DET DPSO AF PERSONNEL CTR FO, DATE OF RANK: 01 NOV
2011 PROMOTION CYCLE: 13E9
RANDOLPH AFB, TX
78150-0000
PROMOTION
ELIGIBILITY CUTOFF DATE (PECD): 31 JUL 2013
PROMOTION
ELIGIBILITY STATUS: ELIGIBLE - PENDING TEST(S)
DUTY INFORMATION
PECD UNIT: 0007 FORCE SPT SQ DUTY TITLE: SUPT, MILTARY PERSONNEL FLT
DYESS AFB, TX
78150-0000 DUTY
LEVEL: W/B
AIR FORCE SPECIALTY CODE (AFSC) INFORMATION:
PRIMARY
AFSC: 3S091
CONTROL AFSC: 3S0X0 DUTY
AFSC: 3S091 PROMOTION AFSC: 3S0X0
CAREER INFORMATION
TOTAL
ACTIVE FEDERAL MILITARY SERVICE DATE: 01 MAY 1990 PROJECTED RETIREMENT
SEPARATION DATE:
HIGH YEAR
TENURE DATE: MAY
2016 RETIREMENT REASON:
PROFESSIONAL MILITARY EDUCATION
COURSE
DATE COMPLETED
USAF SENIOR NCO
ACADEMY DEC 2003
NCO ACADEMY
JUL 2001
AIRMAN LEADERSHIP
SCHOOL MAY 1995
ACADEMIC EDUCATION
LEVEL
SPECIALTY DATE
AA ASSOCIATE DEGREE
HUM RES MGT/PERS ADM MAY 2005
DECORATIONS EPR
DECORATIONS
TOTAL AWARDED CLOSING DATE REASON
RATING CLOSEOUT DATE
MERIT SVC MED 1 10 AUG 2006 PCS
5B 21 DEC 2006
AF COMM MED
4 01 OCT 2000 PCS 5B
21 DEC 2005
AF ACHIEV MED 1 01 AUG 1989 ACH
5B 21 DEC 2004
NAVY ACH MED
2 19 JUN 1997 ACH 5B
15 NOV 2003
5B 15 NOV 2002
ASSIGNMENT HISTORY
EFF DATE DAFSC DUTY TITLE
COM LV ORGANIZATION
05 May 2005 3S091 SUPERINTENDENT, MPS
WB 0008 MISSION SUPPORT SQ
19 Nov 2004 3S071 NCOIC, ACFT
MXS/NUM CEM MATTER H2 AF WIDE SPT
20 Nov 2002 3S071 NCOIC,
GENERAL INTEL ASGNS H2 AF PERSONNEL CTR
31 Dec 2000 3S071 NCOIC COMMANDER'S SUPPORT STAFF
2E AF LEGAL SER AG
31 Dec 1999 3S051 NCOIC, AFLSA ORDERLY ROOM
2E AF LEGAL SER AG
Figure 15.5. Senior NCO Evaluation Brief.
|
PRIVACY ACT OF 1974 (AS AMENDED) APPLIES AIR
FORCE SENIOR NCO EVALUATION BRIEF PREPARED: 01-OCT-13 BOARD
NUMBER: 5616.00 CYCLE: 13E9 PERSONAL DATA
AFSC DATA NAME: SNCO BRIEF CONTROL AFSC: 3S091 SSAN: 123456789 PROMOTION AFSC: 3S0X0 GRADE DATA
SERVICE DATA GRADE: SMS TAFMSD: 01 MAY 1990 HIGH YEAR
TENURE: 01 MAY 2016 DOR: 01 NOV 2011 PROJ RET DATE RET REASON: DUTY DATA DAFSC: 3S091 DUTY TITLE: SUPERINTENDENT, MPF DUTY LEVEL: W/B UNIT: 0007 FORCE SUPPORT SQ EFF DATE: 2
JUN 2011 DYESS AFB TX ACADEMIC EDUCATION (will not be utilized for MSgt
Evaluation Board) LEVEL SPECIALTY DATE BACH DEGREE HUM RES
MGT/PERS ADM 200607 ASSOCIATE DEGREE HUM
RES MGT/PERS ADM 200501 ASSOCIATE DEGREE INFORMATION
SYSTEMS MGT 199606 DECORATIONS TYPE NBR CLOSE DATE REASON
MERIT SVC MED 1 10 AUG 2006 PCS
AF COMM MED 3 01 OCT 2000 PCS
AF ACHIEV MED 4 30 SEP 2006 ACH
ARMY ACHV MED 1 23
AUG 1996 ACH SENIOR NCO ACADEMY
CCAF DEGREE COMPLETED: YES AWARDED: YES (will
not be utilized for MSgt Evaluation Board) (will not be utilized for
MSgt Evaluation Board) ASSIGNMENT HISTORY
EFF DATE DAFSC DUTY TITLE LVL ORGANIZATION 05 MAY 2010
-3S091 SUPERINTENDENT, MPS WB 0008 MISSION
SUPPORT SQ KUNSAN ABS SKORE 17 NOV 2009
-3S071 MISSING PERSONS PGM MANAGEMENT H2 0000
AF PERSONNEL CTR FO RANDOLPH AFB TX 01 JUL 2009
-3S071 MISSING PERSONS PGM MANAGEMENT H2 0000
AF PERSONNEL CTR FO RANDOLPH AFB TX 21 FEB 2009 -3S071 MISSING PERSONS PGM MANAGEMENT
H2 0000 AF PERSONNEL CTR FO RANDOLPH AFB TX 22 JAN 2006 -3S071 SECT CHIEF, BCMR/SSB/REGAF APPTS
H2 0000 AF PERSONNEL CTR FO RANDOLPH AFB TX 28 FEB 2004
-3S071 NCOIC, AFBCMR APPEALS & SSB SEC H2
0000 AF PERSONNEL CTR FO RANDOLPH AFB TX 31 JUL 2003 -3S071 NCOIC, AFBCMR APPEALS SECTION WB 0000 AF PERSONNEL CTR FO RANDOLPH AFB TX 03 AUG 1999 -3S071 NCOIC, COMMANDER SUPPORT STAFF WB 0065 MISSION SUPPORT SQ LAJES FLD PORTU |
15.48.3. The board considers academic
education completed on or before the promotion eligibility cutoff date. Up to
three academic education levels can be reflected on the senior NCO evaluation
brief. When the academic education level is updated in the personnel data
system, the promotion file is updated and a new data verification record and
evaluation brief is produced to reflect the change. If the Community College of
the Air Force degree was awarded by Community College of the Air Force or any
other accredited college requirements were completed before the promotion
eligibility cutoff date but the evaluation brief was completed within 10 days
of the board convening date, the education services office will update the
personnel data system. The individual must notify the Air Force Personnel
Center by message of this update. This information is then used to post the
senior NCO evaluation brief filed in the senior NCO selection folder. Promotion
eligible Airmen are responsible for ensuring this data is posted on their data
verification record and evaluation brief.
15.48.4. The promotion eligibility cutoff
date is used to determine content of the selection folder and information on
promotion evaluation briefs. The number of enlisted performance reports
included is limited to those reports closed out 5 years before the promotion
eligibility cutoff date (maximum of 10 enlisted performance reports). Approved
decorations, resubmissions, or decorations being upgraded must be submitted and
placed into official channels before the selection date. The data shown on the
senior NCO evaluation brief includes the member's name, social security number,
grade, date of rank, Air Force specialty information, service dates (to include
projected retirement date), academic education level, decorations, duty
information, duty history, and professional military education/Community
College of the Air Force completion.
15.49. Evaluation Board.
The evaluation board is very important
because the evaluation board accounts for over half the total score.
Understanding how board members are selected, the evaluation board process, and
those areas considered by board members can provide valuable insight into what
is required to get promoted.
15.49.1. Selection of
Board Members.
The number of promotion eligible personnel
identified by major command and Air Force specialty codes determines the number
and career field backgrounds of the board members. Board members are divided
into panels, each consisting of one colonel and two Chief Master Sergeants. The
board president is always a general officer. Before evaluating records, board
members are briefed on the task objective, eligible population profile, and
selection folder content. Board members are then sworn to complete the board's
task without prejudice or partiality. They also participate in an extensive
trial-run process to ensure scoring consistency before evaluating any live records.
15.49.2. Areas the Board
Considers.
The board looks at performance, education,
breadth of experience, job responsibility, professional competence, specific
achievements, and leadership. In each area, the individual has control over the
information the board reviews. Individuals therefore not board members are
responsible for their own promotions by ensuring the board receives the most
current updates.
15.49.2.1. Performance. The
evaluation board reviews all enlisted performance reports for the 5 years
preceding the promotion eligibility cutoff date. The board members consider all
aspects of the enlisted performance report job description (key duties, tasks,
and responsibilities), individual rating factors, periods of supervision,
overall evaluations, levels of endorsements, and each narrative word picture.
If the person is an exceptional performer, the enlisted performance reports
should convey to the board that he or she has demonstrated the highest
qualities required of a leader and manager.
15.49.2.2. Education. When
considering educational opportunities, enlisted members should focus on a
degree program that complements their career field and enhances their ability
to do their job. When the board evaluates academic education as part of the
whole-person assessment, the most important consideration should be the degree
to which the education enhances the member's potential to serve in the next
higher grade.
15.49.2.3. Breadth of
Experience. This factor refers to the individual's overall
professional background, experience, and knowledge gained during his or her
career to the present. Board members consider knowledge and practical
experience in areas other than the current Air Force specialty code. If the
eligible individual remained in one career field, board members consider
whether he or she had wide exposure across the career field. Board members also
consider potential to fill other types of jobs, as well as supervisory and
managerial experience.
15.49.2.4. Job
Responsibility. This factor does not refer entirely to the career
field's command-level positions, although experience at this level is a
consideration. Many base-level jobs demand just as much of an individual as
jobs at higher command levels. Consideration is primarily given to what was asked
of the individual and how well the individual accomplished the task. Did the
job require significant decisions, or was it a job in which the individual
routinely carried out the decisions of others? Is the individual a proven,
effective leader, responsible for directing the work of others, or is the
person responsible only for his or her own performance?
15.49.2.5. Professional
Competence. What do rating and endorsing officials say about the
individual's expertise? Is it truly outstanding? How much does the individual
know about the job, and how well does he or she accomplish it? The Air Force
Chief of Staff has emphasized the need for careful selection of individuals for
promotion to the senior NCO grades. Therefore, those selected must be the best
qualified. They must have sufficient leadership and managerial experience to
prepare them for the challenges they, and the Air Force, face.
15.49.2.6. Specific
Achievements. These are often recognized in the form of awards and decorations.
However, many other significant accomplishments are often addressed in the
enlisted performance report's narrative comments. Such recognition, either in
the form of decorations or narrative comments, can help board members identify
truly outstanding performers.
15.49.2.7. Leadership. Board
members use their judgment, expertise, and maturity when reviewing records to
assess a member's potential to serve in a higher grade. In particular, board
members evaluate leadership potential. How well does he or she manage, lead,
and interact with peers and subordinates? What have rating officials said about
the person's leadership qualities and potential? What haven t they said?
15.50. Evaluation Process:
15.50.1. Trial Run.
As previously mentioned, board members are
given two selected sets of records to score as a practice exercise before the
actual scoring process. Using the whole-person concept, they score the records
using secret ballots. This process helps establish a scoring standard they can
apply consistently throughout the board process.
15.50.2. Scoring:
15.50.2.1. After the trial run is completed
and discussed, panels begin the actual scoring of live records. The same panel
evaluates all eligibles competing in a chief enlisted manager code or Air Force
specialty code. Each panel member scores each record, using a 6- to 10-point
scale and half-point increments. An individual's record may receive a panel
composite score (3 members) from a minimum of 18 (6-6-6) to a maximum of 30
(10-10-10) points. The composite score (18 to 30 points) is later multiplied by
a factor of 15, resulting in a total board score (270 to 450). Using a secret
ballot, panel members score the record individually with no discussion. Records
are given to each panel member, and after they are scored, the ballots are
given directly to a recorder. This ensures each panel member has scored each
record independently.
15.50.2.2. A record scored with a difference
of more than 1 point between any of the panel members (for example, 8.5, 8.0,
and 7.0) is termed a split vote and is returned to the panel for resolution. At
this point, all panel members may discuss the record openly among themselves.
This allows them to state why they scored the record as they did. Only those
panel members directly involved in the split may change their scores. If panel
members cannot come to an agreement on the split vote, they give the record to
the board president for resolution. This ensures consistency of scoring and
eliminates the possibility that one panel member will have a major impact
(positive or negative) on an individual's board score.
15.50.2.3. Actual scores will vary between
panels; the specific reason why certain panels scored the way they did cannot
be determined because this is a subjective decision. However, because a single
panel reviews each chief enlisted manager code or Air Force specialty code, all
records within a chief enlisted manager code or Air Force specialty code are
evaluated under the same standard. Some panels may award high scores, while
others may award low ones. Therefore, whether a panel scores easy or hard is
not significant. The important part of the final board score is how one
eligible compares to his or her peers in the final order of merit. This allows
each eligible to see how competitive he or she was.
15.50.2.4. Because each board is completely
independent, board members do not know how an individual scored or ranked
during the previous cycle. Each board arrives at their own scoring standard.
However, as long as everyone competing in a chief enlisted manager code or Air
Force specialty code is looked at under the same standard, fair and equitable
consideration is ensured. A number of factors affect board scores from year to
year new panel members with different thought processes, previous promotion
eligible with changed or improved records, and a large pool of new eligibles.
As a result, board scores do vary (often significantly) from one board to the
next.
15.50.2.5. Board members do not have access
to the weighted scores of individuals competing for promotion. Their primary
concern is to align all eligible in a relative order of merit, based on their
panel score, within their chief enlisted manager code or Air Force specialty
code. When board members leave, they do not know who was selected.
They only know they have reviewed and scored
each record within the standard that evolved from the trial run.
15.50.3. Not Fully
Qualified Process:
15.50.3.1. A process associated with enlisted
promotion boards often misunderstood is the not fully qualified process. As
previously stated, senior NCO evaluation board members use the whole-person
concept to align promotion eligible in a relative order of merit within their
chief enlisted manager code or Air Force specialty code based on the quality of
each promotion eligible's senior NCO evaluation record. Also, board members are
formally charged to ensure individuals are not only best qualified, but also
fully qualified to assume the responsibilities of the next higher grade.
15.50.3.2. If the board determines an
individual is not fully qualified based on an evaluation of the record, the
individual is rendered not fully qualified for promotion. In this case, Air
Force Personnel Center removes the individual from promotion consideration and
deactivates his or her promotion record, rendering the individual ineligible
for promotion. The parent major command and military personnel section are then
notified of the board's decision in writing. The parent major command must
immediately notify the individual through the unit commander. The board is not
allowed to disclose the exact rationale for their findings. However, factors
contributing to the decision can be as general as an overall noncompetitive
record when compared to peers or as specific as a demonstrated substandard
performance and disciplinary problems. Additionally, the chief enlisted manager
may have a very small number of eligibles and the board has exercised the
authority to prevent promotion by default. In any event, the member is
ineligible for that cycle.
15.50.4. Post-Board
Processing.
After the board is finished, the weighted
factor scores are combined with the board scores. This completely electronic
operation builds an order of merit listing by total score within each chief
enlisted manager code or Air Force specialty code, and the overall promotion
quota is then applied to each list. After the selection results are approved,
the data is transmitted to the military personnel section. Questions regarding
the Master Sergeant, Senior Master Sergeant, and Chief Master Sergeant promotion selection process should be directed to the
military personnel section career development element.
15.50.5. Score Notice.
All eligible personnel receive a score notice
that reports how they compare to their peers in their chief enlisted manager
code or Air Force specialty code in the specific promotion cycle. To determine
weak areas, individuals can also compare their scores with the promotion
statistics available in the military personnel section and/or posted on the
Internet via the virtual military personnel flight. Personnel can access the
virtual military personnel flight through the Air Force Personnel Center Web
site at https://gum-crm.csd.disa.mil.
15.51. Supplemental Promotion Actions:
15.51.1. Reviewing the data verification
record and senior NCO selection folder and taking prompt action to correct any
errors provides the evaluation board the most accurate career assessment.
However, if data errors or omissions occur, supplemental promotion
consideration may be granted. Supplemental consideration is not granted if the
error or omission appeared on the data verification record or in the automated
records management system/personnel records display application and appropriate
corrective and follow-up action was not taken prior to the board convening.
15.51.2. Table 15.7 provides specific
information concerning supplemental consideration. Requests for supplemental
consideration are submitted in writing containing the unit commander's
recommendation and processed through the military personnel section. In addition, the military personnel section can answer
questions about the data verification record, which may eliminate the need for
supplemental consideration.
Table 15.7. Reasons for
Supplemental Consideration by the Senior NCO Evaluation Board. (Note 1)
|
R U L E |
A |
B |
C |
|
If the item is |
and correction is to |
then consideration by the supplemental evaluation board is |
|
|
1 |
Professional Military Education (note
2) |
add the Senior NCO or NCO Academy course |
authorized. |
|
2 |
Enlisted Performance Report |
add, remove, or make a significant change |
|
|
3 |
Academic education |
show increased academic level (note 3) |
|
|
correct academic specialty (note 3) |
|||
|
change year of completion |
not authorized. |
||
|
4 |
Decoration |
add a decoration
citation (This is not authorized if the citation or order was filed or if the
decoration was listed on the brief used by the board.) (note 3) |
authorized. |
|
5 |
Projected retirement data (individuals who were eligible and
considered by original board) |
delete a projected retirement that is not valid at the time the board met |
|
|
delete a projected retirement that was
valid when the board convened, but was later withdrawn |
not authorized. |
||
|
change the projected retirement date |
|||
|
6 |
Any eligibility factor |
render an Airman eligible (as of the
promotion eligibility cutoff date) who was erroneously ineligible when the
board convened |
authorized. |
|
7 |
Projected high year of tenure date (for
individuals who were ineligible because of an high year of tenure date and
not considered by the original board) |
show approved extension of high year of tenure date (and reason is best interest of the Air Force) |
|
|
Notes: 1. Do
not allow supplemental consideration for Airmen needing more than the maximum
board score (450 points) for selection. 2. Give
credit if the Airman takes the end-of-course examination on or before the
promotion eligibility cutoff date and successfully completes the course, even
if this end-of-course examination is not scored until after the promotion
eligibility cutoff date. The MilPDS will not change; only the individual's
promotion record. 3. Prior to rescoring the record, panel members consider the type of error, degree of impact on the promotion score, and the points needed for selection. Records the panel considers, but chooses not to rescore, are non-selectees. |
|||
15.52. Weighted Airman
Promotion System Testing:
15.52.1. General
Responsibilities and Score Notices.
Preparing for promotion testing is solely an
individual responsibility. Weighted Airman Promotion System score notices are a
means to give Airmen a report of their relative standing in the promotion
consideration process and should never be provided to or used by anyone other
than the individual and his or her commander. An Airman's scores cannot be
disclosed without the Airman's written consent. Commanders support staff, first
sergeants, supervisors, etc., are not authorized access to an Airman's Weighted
Airman Promotion System scores. The commander has the specific duty to notify
Airmen of promotion selection or non-selection results and may need to review
their score notices to determine status. Commanders must restrict their use of
the scores to notification and advisory counseling on behalf of the Airman and
must not allow further dissemination of scores. Individuals may retrieve a copy
of their score notice on the virtual military personnel flight after the
initial promotion selection for the current cycle.
15.52.2. Individual
Responsibilities.
Personal involvement is critical. As a minimum,
all Airmen testing must:
15.52.2.1. Know their promotion eligibility
status.
15.52.2.2. Maintain their specialty and
military qualifications to retain their eligibility.
15.52.2.3. Use a self-initiated program of
individual study and effort to advance their career under Weighted Airman
Promotion System.
15.52.2.4. Obtain all current study
references for a particular promotion cycle.
15.52.2.5. Review the annual Enlisted
Promotions References and Requirements Catalog to check availability and
receipt of correct study references.
15.52.2.6. Be prepared to test the first day
of the testing window and throughout the testing cycle. Members who will be
unavailable during the entire testing cycle due to a scheduled temporary duty
must be prepared to test prior to temporary duty departure even if the
temporary duty departure is before the first day of the testing cycle. Airman
may opt to test early provided the correct test booklets are available.
15.52.2.7. Ensure they receive at least 60
days of access to study materials prior to testing.
15.52.2.8. (For Master Sergeant, Senior
Master Sergeant and Chief Master Sergeant promotion
eligibles) Ensure their selection folder at Air Force Personnel Center is
accurate and complete.
15.52.3. Data Verification
Record.
The military personnel section will instruct
eligible Airmen to obtain and review his or her data verification record on
virtual military personnel flight to verify the data used in the promotion
selection process. Each eligible Airman must review the data verification
record and the master personnel records in the Automated Records Management
System/Personnel Records Display Application and report any errors to the
military personnel section. If an error is noted, the Airman must immediately
contact his or her military personnel section for assistance. The military
personnel section will update Military Personnel Data System with the correct
data. Except for updating enlisted performance report data, each change will
produce an updated promotion brief at Air Force Personnel Center and update the
data verification record on virtual military personnel flight. The Airman's
receipt of the updated data verification record ensures changes were made.
Airmen should verify the updated information. Supplemental promotion
consideration may not be granted if an error or omission appeared on the data
verification record and the individual took no corrective or follow-up action
before the promotion selection date for Staff Sergeant through Master Sergeant,
and before the original evaluation board for Senior Master Sergeant through
Chief Master Sergeant. Individuals may retrieve a copy of their data
verification record on virtual military personnel flight before the initial
promotion selection for the current cycle.
Section 15J
Civilian Personnel Management and Programs
15.53. Civilian Personnel
Services.
The Air Force provides most civilian
personnel services from two sources: installation civilian personnel flights,
usually located in the force support squadron, and Air Force Personnel Center.
Air Force activities collocated on an Air Force installation with a civilian
personnel flights, or within the same locality, are to be served by that
civilian personnel flights. When an activity is not collocated or located
near a civilian personnel flights, services are to be provided by the nearest
civilian personnel flights. Civilian Personnel Sections must service all
civilian employees to ensure they are all included in the Air Force Civilian
Personnel Program. Exceptions to the civilian personnel servicing arrangements
are to be submitted to Air Force/A1C for approval due to impact on Reduction in
Force retention and bargaining unit representation.
This includes arrangements to centralize or
decentralize civilian personnel servicing arrangements.
15.54. Civilian Resource
Management:
15.54.1. While military pay is centrally
managed by Headquarters United States Air Force, civilian pay is a budget line
item at major command, field operating agency, and installation level, as well
as at Headquarters United States Air Force. The availability of performance
payout and numbers of authorized civilian positions comprise the base line for
civilian employment levels. Civilian Pay funds are needed for civilian
overtime; performance awards; special act awards; notable achievement awards,
retention, recruitment, and relocation bonuses; student loan repayment program,
seasonal and longerterm overhires; and voluntary separation incentive payments
to minimize involuntary reduction-in-force separations and severance pay for
affected employees as the result of reduction in force. Accurate requirement
projections and development of employment plans are critical to support the
workload demand within budget, while executing work years, end strength and
civilian pay resource.
15.54.2. Civilian resource management is a
team effort. Commanders and senior leaders depend on human resource officers,
financial managers, and manpower officers to recommend effective use of
employees, funds, and manpower authorizations to meet mission requirements.
Major commands and installations use a corporate board structure, meeting at
least quarterly, to manage annual appropriations, revolving funds, or reimbursements
used for civilian employment costs.
15.54.3. When funds are available, civilian
overhire positions can be established to handle peak workloads, recurring
annual programs, military manning shortfalls, or other short-notice
requirements that cannot be met through normal manpower requirements or
personnel assignment processes. Most overhire positions are filled using
temporary appointments (not to exceed 1 year). If the workload continues beyond
a year, term appointments of up to 5 years may be used. Permanent appointments
to overhire positions are unusual, although a permanent employee may be placed
in an overhire position in a reduction-in-force.
15.55. Job Descriptions:
15.55.1. Civilian employees, except those
above grade General Schedule-15 do not have a rank. Instead, they take the
grade of the position they occupy. Since the position is graded, not the
employee, detailed written job descriptions are the basis for determining pay,
qualification requirements, performance expectations, and appraisal ratings.
15.55.2. Position descriptions historically
have covered duties, responsibilities, and supervisory controls. The Air Force
has expanded the scope of core personnel documents to include performance
standards, qualifications required for recruitment, and training requirements
for a new employee in the position.
15.55.3. Supervisors are responsible for core
personnel documents accuracy, and for implementing standard core personnel
documents from a growing library of these documents. Air Force Personnel
Center/DPIC (formally AFMA/MAH) coordinates standard core personnel document
content with appropriate Headquarters United States Air Force functional
representatives before issuing new standard core personnel documents.
Supervisors who select standard core personnel documents save the time required
to write a new document and the time a position classification specialist would
need to determine the correct pay plan or schedule, occupation series or code,
and grade. Standard core personnel documents can also be used as templates for
a unique core personnel documents that requires a new classification analysis.
15.55.4. Air Force civilian personnel
sections with relatively large numbers of serviced civilian personnel retain
position classification authority and responsibilities until they transition to
Air Force Personnel Center/DPIC. Air Force Personnel Center/DPIC performs
classification support for installations with smaller civilian employee
populations. From either source, supervisors can seek assistance in developing
core personnel documents or selecting or modifying standard core personnel
documents.
15.56. Filling Jobs:
15.56.1. Vacant civilian positions are filled
based on an organization's needs using a variety of recruitment sources
and appointing authorities consistent with applicable laws, regulations,
directives and policies as established by the Office of Personnel Management,
Department of Defense, and Department of the Air Force. Referral and selection
priorities must be observed when filling competitive service positions.
Employees with mandatory selection or priority referral rights normally include
those adversely affected by reduction-in-force through involuntary separation
or demotion. These priorities may also include transfer of function
declinations or transfer of work outside the commuting area, overseas
returnees, reduction-in-force reclassification, civilian spouses, or spouses of
Regular Air Force military following a change in duty location. Supervisors
work in concert with their servicing Human Resource specialist in the civilian
personnel sections or Air Force Personnel Center to determine appropriate
recruitment sources. A vacancy for competitive fill actions is announced,
candidates are screened by Air Force Personnel Center, and one or more lists of
candidates are referred to the supervisor.
15.56.2. Based on their qualifying experience
and/or education, civilians can enter civil service at different pay grade
levels. The competitive staffing process used by the Air Force and other
Federal agencies determines the relative qualifications of the candidates and
refers only the best qualified for selection. Office of Personnel Management
provides agencies with qualification standards written broadly for
government-wide application. The standards are covered by either a Group
Standard (multiple occupations) or by Individual Occupation. The Group
Standards cover occupations under Professional and Scientific, Administrative
and Management, Technical and Medical Support, Clerical and Administrative
Support and Student Trainee positions. Some occupations have education
requirements identified in the qualification standards. The level of education
is dependent upon the duties and the grade of the position. Many jobs in
professional and related occupations require a 4-year college degree. Some of
these occupations including engineers, physicians and surgeons, and biological
and physical scientists require a bachelor's or higher degree in a specific
field of study. 5 United States Code, Section 3308 prohibits requiring
education for positions that are competed, unless Office of Personnel
Management has determined the duties of a scientific, technical, or
professional position cannot be performed by an individual who does not have
the prescribed minimum education. The minimum qualification requirements are
listed on job announcements which may include specific job-related work
experience, education level, medical or physical standards, training, security,
certifications and/or licensure requirements.
15.56.3. Competitive placements require
collaboration between supervisors and human resource specialists at the
civilian personnel sections or the Air Force Personnel Center. Human resource
specialists advise supervisors regarding recruitment sources. The minimum area
of consideration includes Department of Defense-wide, Transfer and
Reinstatement eligibles for all locally and centrally managed permanent
positions. Exceptions to the standard area of consideration will be limited to
positions subject to the Developmental Team process, career broadener/intern
outplacements and placements to minimize adverse action.
15.56.4. Once established priority
requirements are cleared, the vacancy is announced for competitive actions. The
supervisor is issued a candidate referral list of qualified candidate names.
Once the supervisor receives the candidate referral list, he or she may confer
with the human resource specialist for interview procedures. If an interview is
used as part of the selection process, the supervisor arranges the interview.
Interviews are required for all General Schedule-14 and General Schedule-15
positions. Should the selecting official choose to interview, questions must be
approved by the civilian personnel sections prior to use. All candidates should
be asked the same questions, and the interview periods should be of relatively
equal length. Some interview requirements may be defined by a locally
negotiated agreement with the representative union.
15.56.5. Centrally managed career programs
cover most vacancies in grades General Schedule-12 through General Schedule-15.
Senior functional managers set career development and placement policies for
employees in career program covered positions. These positions are subject to
the same recruitment processes as non-centrally managed positions.
15.57. Training and Development.
Air Force policy provides for necessary
training to improve skills needed in employee performance. Supervisors are
responsible for determining training requirements and working with the civilian
personnel sections or education and training function to identify appropriate
training sources. Organizational funds must often be used to support training
needs; however, civilian training funds are often available.
15.57.1. Identifying
Training Requirements:
15.57.1.1. Conducted annually is a
training-needs survey which provides the supervisor an opportunity to project
training requirements for the upcoming fiscal year. Due to unforecasted mission
requirements, however; supervisors may request an out-of-cycle training need at
any time during the year.
15.57.1.2. Although first-line supervisors
are the key individuals in determining development needs, they may need
additional guidance from higher-level management, other supervisors, or the
employees themselves. The servicing employee development specialist is
available to assist in training needs analysis and identification of methods
and training sources.
15.57.1.3. Not all training and developmental
needs can or should be met through Air Force sponsorship. Employees are
responsible for independently pursuing training and education that will prepare
them for promotion or develop them for career transitions. Such
self-development activity is employee initiated and accomplished during off-duty
hours. Supervisors should encourage civilian employees to participate in
self-development activities, when appropriate. Civilian tuition assistance is
available in some major commands and field operating agencies.
15.57.2. Training Sources:
15.57.2.1. Primary
Training Sources. Once training needs are identified, the next step is
to determine training sources. The three primary sources of training are agency
(Air Force), interagency, and nongovernment. Training away from the work site
is requested, approved, and documented using Standard Form 182, Authorization, Agreement and Certification of Training.
15.57.2.2. Agency
Training. Agency training is conducted by the employer (Air Force) and
may include on-thejob training, in-house training, and Air Force formal
schools. On-the-job training and in-house training are often the most effective
because the supervisor tailors the training to meet the specific job
requirements. On-the-job training usually is as casual as giving a few pointers
to a new worker or as formal as a fully structured training program with
timetables and specified subjects. Therefore, on-the-job training can include
directing employees to appropriate publications for self-study. Some functional
activities also use in-house training. This type of training is very effective
when a large number of employees need instruction on common aspects of
occupational skill requirements.
15.57.2.2.1. Air Force
Formal Schools. More formalized agency classroom training is available
through Air Force formal schools listed in the Web-based Education
and Training Course Announcements (ETCA) located at https://etca.randolph.af.mil/. Career field
management programs plan for and sponsor developmental assignments, tuition
assistance, formal training, and education to develop current and future
managers. Leadership and management developmental opportunities, including
intermediate service school and senior service school, are available to
eligible high-potential civilian employees. Information is available at www.afciviliancareers.com.
15.57.2.3. Interagency
Training. This training may be needed if agency sources are not
adequate to meet identified training needs. Interagency training includes all
training sponsored by other United States government agencies. Office of
Personnel Management, the United States Departments of Army and Navy, and the
United States Departments of Labor and Agriculture are just a few sources from
which to obtain training.
15.57.2.4. Nongovernmental
Training. Federal regulations require agencies to consider and select
government training sources before turning to nongovernment alternatives.
However, nongovernment sources may be considered when agency or interagency
courses cannot satisfy the training need or when nongovernment training is more
advantageous. Nongovernment sources incorporate a wide range of seminars,
conferences, courses, and workshops, as well as curricula offered by private
educational institutions.
15.58. Performance, Conduct,
and Discipline:
15.58.1. Performance
Planning, Appraisals, and Awards for Employees.
The employee is advised of the duties and
responsibilities of the job and the supervisor s performance expectations in
their core personnel document. Employees receive annual appraisals on how well
they perform their duties. Supervisors may reward employees for performing
their duties well. A performance award is a management option to recognize high
performance.
15.58.1.1. Supervisors set the performance
elements (duties and tasks) for the civilian employees they supervise. In
developing an employee's performance elements, supervisors determine the major
and important requirements of the employee s job based on the employee's direct
contribution to organization or work unit objectives.
15.58.1.2. Performance standards prescribe
how a particular element or duty must be accomplished. Set by supervisors, the
standards must reflect levels necessary for acceptable performance. When
possible, supervisors should identify observable behaviors that lead to success
on the job. Note: Elements and
standards are documented in writing on Air Force Form 860, Civilian
Performance Plan, if a core personnel document is not used.
15.58.1.3. The performance appraisal is the
basis for personnel actions to identify and correct work performance problems,
recognize and reward quality performance, improve productivity, and grant
periodic pay increases. Supervisors review the employee's performance of each
element and rate the performance against each element's standards and then
render an overall summary rating. AFI 36-1001, Managing the Civilian Performance Program,
provides guidance for evaluating civilian employee performance for General
Schedule and Federal Wage System employees.
15.58.1.4. Performance awards (performance
cash award, time-off award, and quality step increase) can be used as tools to
motivate General Schedule and Federal Wage System employees to perform above an
acceptable level as well as compensate them for performing beyond expectations.
Effective management of the performance awards program can help improve
productivity and morale in the organization.
15.58.1.5. Poor performance must be
corrected. Employees who fail one or more performance elements are administered
an unacceptable appraisal and will have an opportunity to improve. Causes for
poor performance are identified (medical conditions, training deficiencies,
etc.). However, if performance does not improve to a satisfactory level, the
employee may be removed from the position. Placement in another position at the
same or lower grade is possible. Separation from civilian employment is also
possible.
15.58.2. Personal Conduct:
15.58.2.1. Standards of
Conduct. AFI 36-703, Civilian Conduct and
Responsibility, and the Department of Defense 5500.7-R, Joint
Ethics Regulation, cover activities that are mandatory for civilian
employees and activities that are prohibited. Employees are required to comply
with standards of conduct in all official matters. Employees are expected to
maintain high standards of honesty, responsibility, and accountability and to
adhere to the Air Force core values of Integrity First,
Service Before Self, and Excellence In All We Do.
15.58.2.2. Required
Activities. Among required activities are: furnishing testimony in
official investigations and hearings consistent with protections against
self-incrimination; paying lawful debts and taxes; being present for work
unless authorized to be absent; complying with health, safety, and all other
proper instructions regarding work; presenting a positive public image and
complying with reasonable dress and grooming standards; and maintaining
professional relationships with fellow workers, subordinates, and supervisors.
15.58.2.3. Prohibited
Actions. Prohibited actions follow the guidance in federal laws and
government-wide regulations, as well as Department of Defense and Air Force
instructions. Discrimination and sexual harassment, drug and alcohol abuse,
misuse of government purchase cards, misuse of government computers, vehicles
and other equipment, taking bribes, conducting personal business at work, and
criminal behavior off-duty that reflect adversely on Air Force employment are
among the prohibited activities. The Air Force does not attempt to list all
possible forms of improper conduct but warns employees that misconduct will not
be tolerated.
15.58.3. Discipline:
15.58.3.1. Disciplinary action is taken to
correct employee misconduct or performance when the employee can control the
essentials of the performance problems and has the skills, knowledge, and
capacity to perform well but is unwilling to do so. Guidance is in AFI 36-704, Discipline and Adverse Actions.
15.58.3.2. The Air Force goal in the area of
civilian discipline is to maintain a constructive work environment. If a
disciplinary or adverse action must be taken against a civilian employee, this
action must be done without regard to race, color, religion, sex, national
origin, age, disability, or other factors (such as marital status or politics).
Actions based on an employee's inability to perform because of a physical or
mental disability should only be taken when the employee's disability cannot be
reasonably accommodated.
15.58.3.3. The employee must receive advance
notice of impending actions. Disciplinary or adverse actions must be prompt and
equitable and comply with the intent and letter of all governing requirements,
and respect must be given to the private nature of the actions.
15.58.3.4. Proper administration of
discipline is a chief concern of labor organizations representing Air Force
employees. Procedures governing disciplinary and adverse actions are common
features of most Air Force labormanagement agreements. Moreover, a basic tenet
of federal labor relations law states that an employee who is a member of a
bargaining unit has a right to union representation, upon the employee's
request, during an investigatory interview where the employee reasonably
believes disciplinary action may result from the interview.
15.58.3.5. Oral admonishment, the least
severe disciplinary action, is often adequate to improve work habits or correct
behavior. For significant misconduct or repeated infractions, a written
reprimand may be an appropriate penalty. Written reprimands are recorded in the
employee personnel record for a specified period, as directed by AFI 36-704, or
an applicable negotiated labor-management contract.
15.58.3.6. Suspension is a disciplinary
action that may be imposed for more serious infractions when the situation
indicates that a lesser penalty is not adequate. A suspension is a particularly
severe disciplinary action that places the employee in a nonpay and nonduty
status, usually for a specific length of time. Employees accused of serious
crime may be suspended indefinitely until criminal justice is complete.
15.58.3.7. For employees who have received
oral admonishments, written reprimands, or suspensions and whose behavior
continues to be inappropriate, or for such a onetime egregious event of
misconduct, removal may occur. Like all other disciplinary actions, the
supervisor must ensure the disciplinary action is warranted and well
documented. Reprimands, suspensions, and removals must be coordinated with the
civilian personnel sections and the staff judge advocate so a procedural violation
or an administrative oversight does not jeopardize a valid disciplinary action.
15.59. Working Conditions:
15.59.1. Pay:
15.59.1.1. Civilian employees are paid every
2 weeks. General Schedule employee pay is expressed as an annual salary and
high cost areas have higher pay rates. All General Schedule pay rates in the
United States include locality pay and pay rates overseas do not include
locality pay and are approximately 10 percent lower than United States rates.
General Schedule pay scales normally increase in January through the
legislative process.
15.59.1.2. The Federal Wage System consists
of wage grade, wage leader, and wage supervisor. The Federal Wage System pay is
expressed as hourly wage rates. Federal Wage System rates vary more between
local areas than General Schedule. Federal Wage System rates may also be
increased annually but on an area-by-area basis throughout the year.
15.59.1.3. Both General Schedule and Federal
Wage System have steps in each grade. Employees progress through the steps via
longevity. The General Schedule grades have 10 steps. Within grade or step
increases start at 1-year intervals, but slow to 3-year intervals in the higher
steps. Federal Wage System grades have five steps. Federal Wage System within
grade increases start at 6-month intervals and slow to 2-year intervals.
15.59.1.4. Pay for overtime is at
time-and-a-half or 1.5 times base pay. Overtime pay for General Schedule
employees is capped at 1.5 times the GS-10, step 1, pay rate; for employees
with rates of basic pay greater than the basic pay for General Schedule-10,
step 1, the overtime hourly rate is the greater of either the hourly rate of
basic pay for General Schedule-10, step 1, multiplied by 1.5, or the employee's
hourly rate of basic pay. Instead of overtime pay, an employee may receive
compensatory time off for each hour of overtime worked. Work at night, on
Sunday, and on a federal holiday earns extra pay.
15.59.2. Work Hours:
15.59.2.1. Civilian work hours are more
precisely defined and less flexible than those of Regular Air Force military
personnel. Civilian work schedules are defined in such terms as administrative
workweek, basic workweek, regular tour of duty, uncommon tour of duty, and part-time
tour of duty. Most civilians work a regular tour of duty. Normally, this is
five 8-hour days, Monday through Friday. Uncommon tours of duty (a 40-hour
basic workweek that includes Saturday and/or Sunday or fewer than 5 days, but
not more than 6 days of a 7-day administrative workweek) are authorized when
necessary for mission accomplishment.
15.59.2.2. Special circumstances permit
part-time, intermittent, or special tours of duty. Installation and tenant
commanders establish, by written order, daily work hours to include designated
rest and lunch periods. Two types of alternate work schedules can be
implemented by organization commanders. Flexible work schedules allow employees
to start and end work at different times. Compressed work schedules cover 80
hours in a pay period in fewer than 10 workdays. The most common schedule has
four 9-hour days each week, an 8-hour day in 1 week, and a regular day off in
the other week. AFI 36-807, Weekly and Daily Scheduling of
Work and Holiday Observances, covers work scheduling.
15.59.3. Absence and Leave:
15.59.3.1. Civilian employees earn 13 days of
sick leave each year and 13, 20, or 26 days of annual leave, depending on their
length of service. Annual leave accumulation is capped at 30 days for most
General Schedule and Federal Wage System employees. Employees working overseas
can accumulate 45 days. There is no cap on sick leave accumulation.
15.59.3.2. Annual leave is used for vacations
and/or personal reasons and should be approved in advance of being taken,
unless emergency conditions exist. Leave is charged and taken in 15-minute
increments. Sick leave for medical appointments or care for a family member
should be scheduled and approved in advance except in cases of emergency.
Illness or injury that keeps an employee away from work should be reported to a
supervisor during the first two hours of the duty day.
15.59.3.3. Absence for jury duty, dismissals
for extreme weather conditions, or absences excused by the installation
commander are not charged to annual leave. Employees who have earned
compensatory time for overtime or timeoff awards should schedule absences to
use that time like they schedule annual leave. Absence and leave are covered in
AFI 36-815, Absence and Leave.
15.60. Unions in the Air Force:
15.60.1. Approximately 70 percent of Air
Force civilian employees are covered by labor agreements between unions and
installations or major commands. As such, they are members of the bargaining
unit, even if they are not dues-paying union members. Unions have legal status
under federal law. Guidance is included in AFI 36-701, Labor
Management Relations.
15.60.2. A labor relations officer or
specialist in the civilian personnel sections is the usual liaison between
supervisors and other management officials and union officials. The job can be
full-time or part of a larger assignment. The labor relations officer speaks
for management in routine communications with the union and with parties
outside the Air Force who have roles in labor contract negotiations and dispute
resolution.
15.60.3. A variety of union officials may act
for, and make commitments for, unions. These include elected officers such as
the president, vice president, and treasurer; and appointed officials such as
stewards and union delegates to special meetings or projects. As part of a
democratic organization, the union official may be required to present issues
to a committee, such as a bargaining committee for approval. At other times,
the official may have been delegated authority to make commitments. One of the
duties of union officials is to raise employee concerns in the early stages of
policy formulation and to resolve employee complaints. Managers should strive
to work with union officials, particularly where grievances have been filed, in
a professional, nondefensive manner.
15.60.4. Management and union representatives
negotiate collective bargaining agreements (contracts) covering grievance
procedures, use of official time for union matters, use of Air Force resources
by unions such as office space, telephone, and computers, and other local or
major command-wide items of interest impacting the working conditions of
bargaining unit employees. These contracts bind both sides with agreements
subject to interpretation by third parties outside Department of Defense and
Air Force; for example, the Federal Labor Relations Authority and/or
arbitrators. Contracts do not cover pay, benefits, or other matters governed by
Federal laws and government-wide regulations. However, revised Air Force
instructions that differ from provisions in a contract may need to be
negotiated. In recent years, civilian performance appraisal changes were not
implemented at some installations until conclusion of lengthy negotiations between
management and unions.
15.61. Dispute Resolution:
15.61.1. Civilian employees have a variety of
avenues to resolve disputes. Labor-management contracts must include a
negotiated grievance procedure that must be used by members of the bargaining
unit. Most start with an option to seek resolution using outside neutral
facilitators or mediators (alternative dispute resolution). Formal grievances
follow two or more steps before one side decides to refer the dispute to a
paid, outside arbitrator. Costs are usually shared equally by the union and
management, so union decisions to pursue arbitration are not routine. Subject
to challenge on points of law or contract terms, arbitrators' decisions are
final.
15.61.2. Supervisors, managers, and employees
who are not covered by a collective bargaining agreement, or who are not
members of the bargaining unit follow different grievance procedures. AFI
36-1203, Administrative Grievance System,covers the administrative grievance
process. Administrative grievances are decided by Air Force officials, usually
the installation commander or designee, although outside fact finders may be
used at management's option.
15.61.3. A number of personnel decisions, for
example, nonselection for promotion and performance recognition, are excluded
from administrative grievances and most negotiated grievance procedures.
Appeals of adverse actions covered by legal appeal rights are also excluded
from the administrative grievance system. The Merit System Protection Board
hears appeals of suspensions without pay of more than 14 days, demotions
(change to lower grade), and removals. Disputes pursued as grievances cannot be
duplicated as equal employment opportunity complaints and vice versa. Appeals
of adverse actions that include allegations of discrimination may be reviewed
by both Merit System Protection Board and the Equal Employment Opportunity
Commission.
15.61.4. A different route is taken to
resolve union/management disputes concerning the statutory rights of either
party. The Federal Labor Relations Authority investigates charges of unfair
labor practice brought by either union or management. The union files most
unfair labor practice charges when managers or supervisors are accused of
changing working conditions or calling formal meetings without proper notice to
the union. If found guilty, management may be required to revert back to the
previous working condition, and the organization commander, including a wing
commander, can be required to post an admission of managements wrong doing on
official base bulletin boards.
15.62. Conclusion:
15.62.1. The Air Force mission requires
military members to be prepared for service at all times. Force support
organizations ensure Airmen's families are cared for, pay and entitlements are
properly addressed, and their individual rights are secure. This chapter
included information on enlisted assignments, family care, reenlistment and
retraining opportunities, benefits and services, personnel records and
individual rights, the awards and decorations program, and the Airman Promotion
system.
15.62.2. This chapter continued with the
Senior NCOs Promotion Program, identifying how manpower requirements are
quantified and how supervisors initiate changes, and using competitive sourcing
to maximize cost-effectiveness, efficiency and enhance mission capability by
taking advantage of services available through the private commercial sector.
This chapter also introduced civilian personnel management, covering such areas
as job descriptions, filling positions, training, performance, conduct, and
discipline; and working conditions, equal employment opportunity working
conditions, and unions. Senior NCOs require a basic understanding of the
subject areas to effectively lead.
Chapter 16
WING SUPPORT
Section 16A Overview
16.1. Introduction.
Wing Support is filled with information every
Airman can use on a daily basis to assist them along in their career. Air Force
Portal, entitlements, legal services, ground safety along with risk management,
and the procedures for prevention of and response to sexual assault are some of
the topics covered. The chapter serves as a great guide to assist you if you
shall ever need information on any of these topics. More importantly though, as
you become supervisor, mentor or friend having a working knowledge of topics
covered in this chapter is vital to helping you be a great Wingman.
Section 16B Air
Force Portal
16.2. Air Force Portal
Simplifies Access:
16.2.1. In 2000, the
United States Air Force launched the Air Force Portal to simplify access to
information. The mission of the Air Force Portal is to provide ready access to
the latest Air Force information, services, and combat support applications.
Since first introduced, the Air Force Portal has changed the way we do
business. Every day this technology helps us connect, collaborate, and perform
our duties in service to our nation. Access is available anytime, anywhere,
from any Internet-connected computer whether at home, at the office, or
deployed with a valid Department of Defense public key infrastructure
certificate, such as a common access card.
16.2.2. The Air Force
Portal provides a single point of entry to Web-based information, self-service
applications, collaboration and networking tools, and combat support systems,
many without requiring a separate user identification and password. Users have
access to key applications like total force awareness training, myPay, Air Force virtual education center, Air Force fitness
management system, virtual military personnel flight, LeaveWeb, Training
Business Area, Enterprise-Solution-Supply and many more. On the library page,
you can access online periodicals, do research, and find valuable education and
training materials. The Portal is the entry point to the Global Combat Support
System Air Force. The goal of Global Combat Support System Air Force is to
provide timely, accurate, and trusted combat support information to joint and
Air Force commanders at all echelons.
16.2.3. Tremendous
growth continues, with the number of active registered Air Force and Department
of Defense users now over 725,000, with over 400,000 average logins per week,
and serving millions of web pages per day. Provides one location for all areas
information, collaboration, and applications so you can do your job, manage
your career, and live your life in the Air Force.
Section 16C
Military Pay, Allowances, and Entitlements
16.3. Military Pay and
Allowances.
Department of Defense 7000.14-R, Volume 7A, Military Pay Policy Active Duty and Reserve Pay, The Joint
Travel Regulation and Air Force Manual 65-116, Volume 1, Defense
Joint Military Pay System Active Component FSO Procedures, contain guidance
on pay and allowances and related entitlements.
16.3.1. Military (Basic)
Pay:
16.3.1.1. Basic pay is
the fundamental component of military pay and typically, the largest component
of a member's pay. Every member is entitled to basic pay while on Regular Air
Force, with some exceptions such as: during periods of unauthorized absence,
excess leave, or after an enlistment expires. Annual military pay raises are
set by Congress and the President in the National Defense Authorization Act. In
accordance with Federal Law (37 United States Code 1009) the January 1 annual
pay raise will automatically match the private sector wage increases, as
measured by the Employment Cost Index for the previous year. If, because of
national emergency or serious economic conditions affecting the general
welfare, the President may submit a plan to Congress requesting a lower annual
pay raise.
16.3.1.2. Grade and
length of military service determine the actual rate of basic pay. Military pay
date is important because this date determines the length of service for pay
purposes. In general, the pay date should be the same date the individual
entered on Regular Air Force if he or she had no prior service before entering
the Air Force. However, if the individual previously served in certain
governmental agencies the Air Force adjusts the pay date to reflect credit for
these periods. Periods of absence without leave, desertion, and sickness or
injury due to personal misconduct will result in negative pay date adjustments.
16.3.2. Leave and Earnings
Statement.
Defense Finance and Accounting Service Form
702, Defense Finance and Accounting Service Military Leave
and Earnings Statement, is a comprehensive statement of a member's
entitlements, deductions, allotments, leave information, tax-withholding
information, and Traditional Thrift Savings Plan and the Roth Thrift Savings
Plan information. Verify and keep your leave and earnings statement each month
with increased attention when returning from deployment or when making changes
such as marriage, divorce, or birth of a child. If your pay varies
significantly and you don t understand why or if you have any questions,
consult your servicing finance office. The myPay system allows members to view
their leave and earnings statement as well as initiate changes to selected
items affecting their pay.
16.4. Military Allowances and
Entitlements.
Allowances are monies provided for specific
needs such as food or housing. Monetary allowances are provided when the
government does not provide for that specific need. For example, the quantity
of government housing is not sufficient to house all military members and their
families. Those who live in government housing do not receive full housing
allowances. Those who do not live in government housing receive allowances to
assist with the cost of obtaining commercial housing. The most common
allowances are basic allowance for subsistence and basic allowance for housing.
Most members receive both of these allowances, and in many cases, these
allowances comprise a significant portion of the member's total pay. Other than
continental United States cost-of-living allowance, allowances are not taxable,
which is an additional embedded benefit of military pay.
16.4.1. Basic Allowance
for Subsistence.
Basic allowance for subsistence is a
nontaxable allowance used to offset the cost of the service member's meals.
Most junior grade enlisted members assigned to single-type government quarters
at their permanent duty station are required to eat in the government dining
facilities, receive basic allowance for subsistence, and are charged the
discounted meal rate which is deducted from their pay. When certified by the
commanding officer or designee, members are allowed to claim reimbursement for
missed meals.
16.4.2. Housing
Allowances. Housing allowances are based on member's grade, dependency
status, and duty location. The location determines whether the allowance is
basic allowance for housing or overseas housing allowance. In some cases,
members who are not able to take their families to the permanent duty station
are eligible for payment of family separation housing allowance in addition to
basic allowance for housing or overseas housing allowance.
16.4.2.1. Basic Allowance
for Housing. The intent of basic allowance for housing is to provide
uniformed service members accurate and equitable housing compensation based on
housing costs in local civilian housing markets. This allowance is payable when
government quarters are not provided. Many Air Force installations have
privatized their quarters, meaning that private contractors have taken over
much of the previously Air Force-owned-andoperated family housing. Members in
these privatized quarters are entitled to basic allowance for housing, and the
rental agreement requires a rent amount not to exceed the basic allowance for
housing entitlement paid via allotment. Members without dependents residing in
government single-type quarters are entitled to partial basic allowance for
housing unless the quarters (including government-leased quarters) exceed the
minimum standards of single quarters for their grade. Members living in
single-type government quarters who pay court-ordered child support may qualify
for differential (basic allowance for housing-Differential). The leave and
earning statement displays the basic allowance for housing rate below the
heading ENTITLEMENTS, listed as basic allowance for housing. The PAY DATA
portion of the leave and earning statement shows the basic allowance for
housing type and basic allowance for housing dependents, as well as other
housing-related data.
16.4.2.2. Overseas Housing
Allowance. Overseas housing allowance is a cost reimbursement-based
allowance to help defray housing costs incident to assignments to a permanent
duty station outside the United States. Members are reimbursed actual rental
costs not to exceed the maximum overseas housing allowance rate for each
locality, grade, and dependency status. There are two types of allowances paid
under overseas housing allowance: move-in housing allowance and monthly
overseas housing allowance including a utility/recurring maintenance allowance.
The location move-in housing allowance (for
those who qualify) is based on the average move-in costs for members. The
monthly overseas housing allowance is the rent, up to the rental allowance at a
permanent duty station, plus the utility/recurring maintenance allowance.
16.4.2.3. Family
Separation Housing. The purpose of family separation housing is to pay
a member for added housing expenses resulting from enforced separation from
dependents. There are two types of family separation housing: family separation
housing basic allowance for housing and family separation housing-overseas
housing allowance. Family separation housing basic allowance for housing is
payable in a monthly amount equal to the without-dependent basic allowance for
housing rate applicable to the member's grade and permanent duty station.
Family separation housing-overseas housing allowance is payable in a monthly
amount up to the without-dependent overseas housing allowance rate applicable
to the member's grade and permanent duty station. For additional guidance,
consult the Joint Travel Regulation at http://www.defensetravel.dod.mil/site/travelreg.cfm.
16.4.3. Clothing
Replacement Allowance.
Enlisted military members receive an annual
allowance to help maintain, repair, and replace initial issue uniform items as
necessary. There are two types of clothing replacement allowance: clothing
replacement allowance Basic, a preliminary replacement allowance paid annually
between the 6th and 36th month of Regular Air Force; and clothing replacement
allowance Standard, an allowance that automatically replaces clothing
replacement allowance Basic after 36 months of Regular Air Force. Entitlement
to either allowance depends on the individual's entered on Regular Air Force
date in his or her master military pay account. This allowance is paid at the
end of the member's anniversary month and appears on the leave and earning
statement opposite CLOTHING under the ENTITLEMENTS heading.
16.4.4. Family Separation
Allowance.
Family separation allowance is a type of
allowance payable to members with dependents in addition to any other allowance
or per diem to which a member may be entitled. Family separation allowance has
three different categories: family separation allowance-restricted, family
separation allowance-serving on ships, and family separation
allowance-temporary. A member may not receive more than one payment of family
separation allowance for the same period, even though qualified for family
separation allowance-restricted and family separation allowance-serving on
ships or family separation allowance-temporary. The purpose of family
separation allowance is to compensate qualified members for added expenses
incurred because of an enforced family separation. Members are eligible for
family separation allowance-restricted if transportation of dependents,
including dependents acquired after effective date of orders, is not authorized
at government expense, and the dependents do not live in the vicinity of the
member's permanent duty station. Family separation allowance-serving on ships
applies to members serving on ships away from the homeport continuously for
more than 30 days. A member is eligible for family separation
allowance-temporary if the member is on temporary duty away from the permanent
station continuously for more than 30 days, and the member's dependents are not
residing at or near the temporary duty station. This includes members required
to perform a period of the temporary duty before reporting to their initial
station of assignment.
16.4.5. Station Allowances
outside the Continental United States.
The aim of overseas station allowances is to
help defray the higher than normal cost of living or cost in procuring housing
in overseas areas. Allowances the Department of Defense authorizes only at
certain overseas locations include temporary lodging allowance and
cost-of-living allowance. Members receive information regarding their specific
entitlements during in-processing at the new location. Members may also receive
information from their local finance office upon notification of a pending
overseas assignment.
16.4.6. Continental United
States Cost-of-Living Allowance.
Continental Unites States cost-of-living
allowance is payable to members assigned to designated high cost areas within
the continental Unites States. For additional information, see Joint Travel
Regulation, chapter 8.
16.5. Special and Incentive Pay.
A number of special and incentive pays
recognize certain aspects of duty, including, but not limited to hazardous duty
incentive pay, imminent danger pay, special duty assignment pay, enlisted
flying duty incentive pay, and hardship duty pay-location. Also included are
enlistment and reenlistment bonuses.
16.6. Deductions.
The two general categories of payroll
deductions are involuntary and voluntary deductions.
16.6.1. Involuntary
Deductions:
16.6.1.1. Withholding
Income Tax:
16.6.1.1.1. Department
of Defense 7000.14-R, Volume 7A, Chapter 44, outlines specific taxable and
nontaxable items. All pay is considered income for federal and state income tax
purposes (for example, basic pay, incentive pay, special pay, lump-sum payment
of accrued leave, and separation pay). Allowances considered nontaxable on 9
September 1986 remain nontaxable. For example, basic allowance for subsistence
remains nontaxable and continental United States cost-of-living allowance is
taxable.
16.6.1.1.2. The leave and earning statement
reflects the current month and year-to-date income for social security, federal
income tax, and state income tax purposes under the headings FICA TAXES, FED
TAXES, and STATE TAXEs' in the middle of the form. Defense Finance and
Accounting Service is responsible for ensuring the leave and earning statement
provides the necessary pay and entitlement information.
16.6.1.2. Federal
Insurance Contributions Act (FICA) Taxes. The FICA requires federal
agencies to withhold FICA (Social Security and Medicare) taxes from the basic
pay of military members covered by the Social Security Act and to pay matching
FICA taxes to the Social Security Administration.
16.6.1.3. Federal Income
Tax Withholding (FITW). FITW is used to provide for national programs
such as defense, community development, and law enforcement. The FITW complies
with the Treasury Department Circular E as implemented in military service
directives. A member may authorize an additional monthly amount of FITW.
16.6.1.4. State Income Tax
Withholding (SITW). The tax laws of the state where the member is a
legal resident determine whether the member must pay state taxes. The amount
withheld depends upon the state tax rate. Onetime payments may also be subject
to state tax. The state for tax purposes is reflected in the first column on
the leave and earning statement under STATE TAXES.
16.6.1.5. Armed Forces
Retirement Home (AFRH). Monthly deductions from the pay of regular
enlisted members, up to a maximum of $1, are set by the Secretary of Defense
after consulting with the AFRH Board. The money helps support the United States
Soldiers , Airmen's and Naval Homes.
16.6.2. Voluntary
Deductions:
16.6.2.1. Military
members may establish voluntary deductions such as allotments to help
administer their personal finances. Effective January 1, 2015, members are not
authorized to start allotments for the purchase, lease, or rental of personal
property. Personal property includes vehicles (e.g., automobiles, motorcycles,
or boats), appliances or household goods (e.g., a washer, dryer, furniture),
electronics (e.g., laptop, tablet, cellphone, or television), and other
consumer items that are tangible and movable. Members may also have an
allotment for a personal savings program, support of family members, and payment
of insurance premiums. Members may control certain discretionary allotments
through myPay however, there can be no more than one discretionary allotment to
the same allottee. Nondiscretionary allotments have limited uses, such as
charitable contributions, loan repayment to the Air Force Aid Society,
garnishment for commercial debts, and delinquent travel charge card debt.
16.6.2.2. To allow for sufficient processing
time, allotments should be requested about 30 days before the desired month.
Occasionally, an allotment transaction may occur after the cutoff date for the
mid-month payday. This will result in the entire amount of the allotment being
deducted from the end-of-month pay. Normally, if the member is paid twice a
month, the allotment is deducted in equal amounts from the mid-month and
end-of-month pay. If the individual receives pay once a month, the entire
amount is deducted from the monthly paycheck. There are certain cutoff dates
that affect when allotments can be processed. Contact your local finance office
for assistance.
16.6.2.3. The maximum amount of service
members' Group Life Insurance coverage is $400,000 and members are covered, by
law, at the maximum rate unless they decline or reduce coverage. Service
members' Group Life Insurance automatically insures an eligible member against
death when the member is performing Regular Air Force or Regular Air Force for
training for an ordered period of more than 30 days. However, an individual may
choose less coverage in amounts divisible by $50,000 or elect no coverage, but
he or she must do so in writing. Additionally, family service members' Group
Life Insurance covers spouses and dependent children when the eligible member
also participates in Service members' Group Life Insurance coverage, including
military spouses. There is a monthly deduction for spousal coverage: the amount
of the deduction depends on the amount of coverage. Each child is covered in
the amount of $10,000 at no cost to the member. The member may not elect to
insure any child for less than $10,000. Service members' Group Life Insurance
and Family service members Group Life Insurance premiums are deducted from
members' military pay each month. The military personnel section is the office
of primary responsibility for administering the program.
16.7. Military Pay Schedules:
16.7.1. Regular Payments.
Military members are paid on a monthly basis
with the option to receive payments once or twice per month. Members receive a
statement (net pay advice) of the net amount pay and the financial organization
to which statement was sent at mid-month (if receiving a payment) and a
comprehensive statement of pay, the leave and earning statement, at the end of
the month via myPay. These statements are created centrally by Defense Finance
and Accounting Service. Military members must understand the pay system has
processing cutoff dates that affect updates to their pay. The cutoff date is
the day when Defense Finance and Accounting Service stops processing
transactions against pay accounts for the current period so the regular payroll
process can begin. The cutoff is necessary to compute, prepare, and transfer
funds. While the cutoff dates fluctuate from month to month, they are generally
around the 6th for the mid-month payday and the 20th for the end-of-month
payday.
16.7.2. Local, Partial,
and Emergency Partial Payments.
Local cash payments are normally only
authorized for overseas areas where on base military banking facilities are not
readily available. Exceptions may be granted for members assigned to classified
or contingency operations where the exigencies of their assignments may require
local cash or partial payments. Under extenuating circumstances, a stateside
member may receive an emergency partial payment if the payment is deemed time sensitive
and required within 24 hours due to an unforeseen set of circumstances. The
member's commander may authorize immediate cash payments up to the amount of
accrued entitlement to date when deemed appropriate to the mission. Non-cash
partial payments may be made, via electronic funds transfer and deposited into
the member's financial institution, normally in 2 to 3 business days. Partial
payments are limited to the amount of pay and allowances the member has accrued
to the date of the payment. Partial payments are recouped in full on the next
available payday.
16.7.3. Permanent Change
of Station Advance Payments.
Advance payments of pay and allowances
provide members with funds to meet extraordinary expenses incident to a
government-ordered relocation that are directly related to the permanent change
of station and not covered by other entitlements. A permanent change of station
advance payment is an advance of up to 3 months of basic pay, less the
mandatory deductions of FICA, FITW, SITW, Air Force Retirement Home, and all
known debts currently being deducted. Airman First Class and below must have
the approval of their immediate commander for advance pay. If the desired
repayment period is greater than 12 months or the amount requested is greater
than 1 month's basic pay, then all members must have the approval of their
immediate commander. Repayment periods greater than 12 months are only approved
in cases of financial hardship. Note: Individual
billed account government travel charge card usage is authorized and highly
encouraged for all permanent change of station related expenses.
16.8. Permanent Change of
Station Allowances:
16.8.1. Transportation
Allowance.
When military members are ordered to perform
a permanent change of station, they may receive a variety of travel allowances.
Some of these allowances include:
16.8.1.1. Government-Procured
Transportation. Available United States-certificated air carriers must
be used for all commercial air transportation of persons/property when the
government funds the air travel. When the authorizing/order-issuing official
determines United States-certificated air carriers are unavailable, commercial
air transportation on a non-United States-certificated air carrier may be
authorized/approved. Documentation explaining why United States-certificated
air carrier service is not available must be provided to the traveler.
Endorsements on the travel orders or government travel procurement document
made in accordance with service guidance are acceptable. Travel time for travel
by government conveyance (except government automobile) or common carriers
obtained by government-procured transportation is allowed for the actual time
needed to travel over the direct route including necessary delays for the
transportation mode used.
16.8.1.2. Use of Privately
Owned Conveyance. Uniformed service policy is to authorize/approve (as
distinguished from permit) privately owned conveyance travel if acceptable to
the member and advantageous to the government based on the facts in each case.
Other allowable travel and transportation options include government conveyance
or commercial carrier. Reimbursement of parking fees, ferry fares, road, bridge and tunnel tolls is authorized for privately owned
conveyance over the most direct route between the stations involved. The member
is also authorized a flat per diem at the standard continental United States
rate for each permanent change of station travel day between authorized points,
up to the allowable travel time.
16.8.1.3. Personally
Procured Transportation. Department of Defense policy mandates the use
of the commercial travel office for all official transportation requirements. A
member who, despite the Department of Defense policy, procures common carrier
transportation at personal expense for official travel is authorized
reimbursement (except transoceanic travel in which no reimbursement is
authorized) up to the amount authorized. However, reimbursement must not exceed
the cost for the authorized transportation and accommodations over a usually
traveled direct route according to a schedule necessary to meet the
requirements of the order. Commands/units are expected to take appropriate
disciplinary action when a member and (or) an authorizing/order-issuing
official fail to follow the regulations concerning commercial travel office
use. Consult the Joint Travel Regulation for additional information.
16.8.1.4. Mixed Modes. When
both government-procured and personally procured modes of transportation are
used, the Air Force uses a combination of rules governed by the Joint Travel
Regulation. The local Financial Service Office can provide specific guidance.
16.8.2. Dependent Travel.
A military member receives monetary allowance
in lieu of transportation and flat rate per diem for the official distance
dependents travel with him or her by privately owned vehicle. If dependents
purchase commercial common carrier transportation, the member may be reimbursed
for the actual cost of the transportation, not to exceed the cost the
government would have incurred for ordered travel, and the member receives a
per diem allowance for dependents. When the Air Force restricts travel of
dependents to a location overseas, dependents may move at government expense to
any place (called the Designated Location, which must be approved and listed on
the permanent change of station authorization) within the continental United
States the member designates. With special approval, dependents may move
outside the continental United States.
16.8.3. Dislocation
Allowance.
This allowance is paid at a rate determined
by the Secretary of Defense and payable to all members with dependents when
dependents relocate their household goods in conjunction with a permanent
change of station. It is also payable to members without dependents if they are
not assigned permanent government quarters upon arrival at the new permanent
duty station.
16.8.4. Temporary Lodging
Expense and Temporary Lodging Allowance.
A member arriving or departing permanent
change of station at a location within the continental United States may
receive temporary lodging expense to help defray the
added living expenses incurred while occupying temporary lodging. A member
arriving or departing permanent change of station at a location outside the
continental United States may receive temporary lodging allowance to
help defray the added living expenses incurred while occupying temporary
lodging. Temporary lodging expense is paid on a travel voucher. Temporary
lodging allowance is paid in military pay and is reflected on the leave and
earning statement.
16.8.5. Shipment of
Household Goods.
A member ordered on a permanent change of
station move may ship household goods within certain
weight limitations at government expense. Authorized weight allowances normally
depend on the grade of the member and whether he or she has dependents. A
member may be reimbursed for personally arranging for the shipment of household
goods. Claims should be prepared and submitted according to service
instructions. The government's cost limit is based on the member s maximum
household goods weight allowance (that is, if the member transports household
goods in excess of the authorized weight allowance, all payments are based on
the authorized weight allowance).
16.8.6. Shipment of
Unaccompanied Baggage.
This provision refers to the portion of the
permanent change of station weight allowance ordinarily transported separately
from the major or bulk of household goods and usually is transported by an
expedited mode. When the expedited transportation mode is commercial air, a
maximum of 1,000 pounds (net), may be transported.
16.8.7. Shipment of
Privately Owned Vehicle.
When authorized, members may ship one
privately owned vehicle at government expense when ordered to go on a permanent
change of station to, from, or between locations overseas. Privately owned
vehicle storage may be provided or authorized for personally arranging when
shipment is prohibited or restricted.
16.8.8. Mobile Home
Shipment.
Members who own a mobile home should contact
the traffic management office to arrange transportation. In certain
circumstances, members may arrange or contract personally for the movement of
the mobile home. Shipment of a mobile home is in lieu of household goods
transportation.
16.9. Temporary Duty Entitlements:
16.9.1. Per Diem.
This allowance helps defray the cost of
quarters, meals, and certain incidentals, Per diem
rates depend on the temporary duty location. Travelers are paid a prescribed
amount for meals and incidental expenses plus the actual amount for lodging,
not to exceed the maximum lodging rate for the specific location. The rates
depend on the availability of government facilities, such as quarters and
dining facilities.
16.9.2. Transportation.
Policy mandates that uniformed service
members use available commercial travel offices to arrange official travel. The
mode of transportation used between the points designated in the travel order
will determine the transportation entitlement. On the other hand, if the member
receives authorization to travel at personal expense, he or she will receive a
reimbursement limited to what cost the government would have incurred for the
authorized mode of travel.
Consult the transportation office or
commercial travel office for assistance.
16.9.3. Miscellaneous
Reimbursable Expenses.
Reimbursable travel related expenses include
travel from home or place of lodging to the servicing transportation terminal
by taxi, limousine, bus, or privately owned vehicle; passports, and visas; and
rental vehicles when authorized on travel orders.
16.9.4. Temporary Duty
Expenses:
16.9.4.1. When the temporary duty is
completed, the traveler is responsible for electronically filing a voucher
(Defense Travel System) or preparing his or her DD Form 1351-2, Travel Voucher or Subvoucher, to claim
reimbursement for official travel within 5 business days upon return to
permanent duty station. The traveler is responsible for the truth and accuracy
of the information. When the traveler signs the form (and this signature
authority must never be delegated), he or she attests that the statements are
true and complete and that he or she is aware of the liability for filing a
false claim. All claims and attached statements shall be completed using ink,
typewriter, or computer-generated forms. The member is expected to pay the
amount billed from the government travel charge card company upon receipt of
the monthly statement.
16.9.4.2. Electronic
funds transfer is the mandatory means by which a travel claim is settled. The
split disbursement option in Defense Travel System, which permits direct
payment via electronic funds transfer to the government travel charge card
contractor for charges incurred on the individual billed account government
travel charge card and to the cardholder for any residual amount will be
utilized. Spilt disbursement enables travelers to elect the amount of money to
be forwarded to the government travel charge card contractor. In cases where
the traveler is temporary duty for 45 days or more, he or she shall file an
interim voucher (or have scheduled partial payments setup in Defense Travel
System) every 30 days and use split disbursement to pay the bill. An extended
temporary duty trip is no excuse for late payment of the government travel
charge card bill.
16.10. The Government Travel
Charge Card Program:
16.10.1. Purpose.
The travel card program is intended to
facilitate and standardize the use by Department of Defense travelers of a
safe, effective, convenient, commercially available method to pay for expenses
incident to official travel, including local travel. The travel card is used to
improve Department of Defense cash management, reduce Department of Defense and
traveler administrative workloads, and facilitate better service to Department
of Defense travelers. In addition, because of the refund feature of the travel
card program, the program results in cost savings for the Department.
16.10.2. Agency Program
Coordinators.
An agency program coordinator is an
individual (uniformed member, employee, contractor, or foreign national)
designated in writing by a commander or director as responsible for the
management of the travel card program. Agency program coordinators are
responsible to manage the travel card program within their hierarchy in
accordance with Department of Defense Financial Management Regulation, Volume
9, Chapter 3 and understand policies and procedures
set forth in the Air Force government travel charge card guide, and the
Department of Defense Financial Management Regulation.
16.10.3. Card Use.
Unless otherwise exempted, all Department of
Defense personnel are required to use the government-sponsored,
contractor-issued government travel charge card for all expenses arising from
official government travel. These expenses include lodging, transportation expenses,
local ground transportation, and rental car expenses authorized on travel
orders. The cardholder, while in a travel status, may use the card for
nonreimbursable incidental travel expenses such as rental movies, personal
telephone calls, exercise fees, and beverages when these charges are not part
of a separate room billing or meal and are reasonable.
16.10.3.1. Government
travel charge cardholders obtain cash, as authorized, through automated teller
machines, rather than obtaining cash advances from a Department of Defense
disbursing officer.
16.10.3.2. Travelers may use the government
travel charge card at a specified network of automated teller machine to obtain
cash needed to pay for out-of-pocket travel-related expenses. The travel card
vendor assigns a personal identification number to each cardholder, together
with card issuance to permit automated teller machine access. Automated teller
machine advances will not be obtained earlier than 3 working days before
scheduled travel and are limited to authorized expenses exempt from mandatory
card usage (meals, incidentals, miscellaneous expenses, etc.). The travel card
vendor will charge the cardholder a transaction fee for automated teller
machine use. This includes international transaction fees made as a result of
any foreign currency conversion. These charges, which appear on the
cardholder's billing statement, are typically part of the incidental expense
portion of per diem and are therefore no longer separate reimbursable expenses.
In addition, some banks charge a service fee for automated teller machine
access. This fee is also part of the incidental expense portion of per diem and
are no longer reimbursable.
16.10.4. Card Abuse.
Commanders or supervisors will not tolerate
the misuse of the Department of Defense government travel charge card.
Cardholders who misuse their Department of Defense government travel charge
card are subject to appropriate administrative or disciplinary action. The cardholder
will only use the government travel charge card while in official travel status.
16.10.5. How to Pay the
Card Company.
The travel card vendor provides detailed
monthly bills. Cardholders are responsible for payment in full of outstanding
balances due in the monthly billing statement from the travel card vendor.
Payments should be made promptly (within the current billing cycle). Military
service members who travel temporary duty and use government credit cards must
use the split disbursement feature within Defense Travel System, which
automatically pays the credit card vendor for credit card charges while on
official travel. Cardholders must designate the total outstanding balance
incurred while traveling as split-disbursement when filing their vouchers. A
late fee per billing cycle may be assessed for individually billed accounts
that are 75 days past the closing date of the account statement on which the
charges first appeared.
16.10.6. Travel Card
Considerations during a Permanent Change of Station.
Individuals are required to use the
government travel charge card during a permanent change of station. Credit
limit increases and deferred payment options are available to accommodate the
extended travel times of a permanent change of station move. The individual is
still responsible for keeping the bill current while in a permanent change of
station status. The cardholder must notify the losing agency program
coordinator before departing the old duty station and gaining agency program
coordinator upon reporting to the new duty station. The losing agency program
coordinator will update the travel card account to mission critical status and
set a future date in the travel card company's Electronic Access System to
deactivate the cardholder's account based on permanent change of station travel
order report no later than date. The agency program coordinator will also
submit a transfer request to the travel card vendor so the individual is
removed from that unit's reporting hierarchy level. The gaining agency program
coordinator will ensure the transfer request is processed by the travel card
vendor when the member arrives so the account information can be updated. The
gaining agency program coordinator will also clear the deactivation date within
the travel card vendor's Electronic Access System.
16.10.7. Delinquencies:
16.10.7.1. Cardholders are responsible for
payment in full of the amount stated on the monthly billing statement. The
travel card vendor will submit to Defense Finance and Accounting Service accounts
that are 126 days past due for Salary-offset processing. The travel card vendor
may also initiate pay garnishment proceedings through the judicial system
against cardholder accounts over 126 days delinquent. Upon written request of
the travel card vendor, Department of Defense may act on their behalf and
collect by payroll deduction from the amount of pay owed to the cardholder any
funds the cardholder owes to the travel charge card vendor as a result of
delinquencies not disputed by the cardholder on the government travel charge
card.
16.10.7.2. If the travel card vendor cannot
initiate pay garnishment proceedings and the cardholder account is over 210
days delinquent, the travel card vendor will charge off the account and report
the delinquency to the credit bureau. The debt will then be collected through a
third party collection agency assigned by the travel card vendor.
16.10.8. Collection of
Debts:
16.10.8.1. Debts to the
Federal Government. An Air Force member who owes debts to the federal
government or instrumentalities of the government does not have to give his or
her consent for the Air Force to collect. Generally, for debts that exceed
$100, the individual must be given due process (that is, the individual must
receive notification of the pending collection of a debt and be given a chance
to repay the debt before any withholding action occurs). However, due process
need not be completed before the start of a collection action if an
individual's estimated date of separation is not sufficient to complete
collection and the Air Force would be unlikely to collect the debt. Due process
may not apply when the collection action can be completed within two monthly
pay periods. The Air Force may also collect debts involving any federal agency,
portions of a reenlistment bonus not served, delinquent hospital bills for
family members, excess shipment of household goods, loss or damage to
government property, and erroneous payments made to or on behalf of the member
by the Air Force.
16.10.8.2. Waiver and
Remission Provisions. Military members may request relief from valid
debts by applying for waiver or remission of the debt. The local financial
services office has specific guidance and can provide assistance regarding
these programs.
16.10.8.3. Waiver of
Claims for Erroneous Payments of Pay and Allowances. When a member
receives erroneous pay or allowances, he or she may apply for a waiver of
claims by the United States. A waiver may be granted when there is no
indication of fraud, misrepresentation, fault, or lack of good faith on the
part of the member or any other person having an interest in obtaining a waiver
of the claim. Defense Finance and Accounting Service will rule on all waivers.
When filing for a waiver, the collection of the indebtedness must be started.
16.10.8.4. Remission. A
Regular Air Force or separated member, or his or her commander, may apply for
remission of a member's indebtedness to the United States. The Air Force may
not remit or cancel any debt due to noncollection of court-martial forfeiture.
In addition to the circumstances creating the debt and the issue of good faith
on the part of the member, financial hardship may be a factor for consideration.
16.11. The United States Air
Force Uniformed Thrift Savings Plan:
16.11.1. Purpose.
The Thrift Savings Plan is a retirement
savings and investment plan established for federal employees as part of the
Federal Employees' Retirement Act of 1986.
Participation in the plan for uniformed service members is authorized by law.
The plan offers Traditional Thrift Saving Plan, tax-deferred advantages similar
to those in an individual retirement account or 401(k) plan. Traditional Thrift
Saving Plan contributions can be taken out of pay before taxes are computed; as
a result, individual tax obligations are reduced. Roth contributions are taken
out of your paycheck after your income is taxed. When you withdraw your funds
at a future date, your contributions will be tax-free since you already paid
taxes on the contributions.
16.11.2. Participating in
the Traditional and Roth Thrift Saving Plan.
A member is authorized to contribute from 1
to 92 percent of their basic pay. Members are not permitted to contribute more
than 92 percent of their basic pay so that required deductions of Social Security
and Medicare can be made. If a member is contributing to the Thrift Saving Plan
from basic pay, the member is also authorized to contribute bonuses, incentive,
or special pay. As
of January 2017, the maximum Thrift Savings Plan contribution amount for 2017
is $18,000 for deferred and Roth contributions and up to $54,000 total combined
deferred/exempt Traditional and Roth contributions. The amounts contributed to
the traditional and Roth Thrift Savings Plan must be stated as a whole percent.
Members have the ability to manage their Thrift Savings Plan via myPay; those
requiring customer assistance for Thrift Savings Plan pay-related questions,
leave and earning statement interpretations, and financial issues may contact
their financial service office.
16.11.3. Education and
Awareness.
The Personal Financial Readiness is a core
service of the Airman and Family Readiness Center and they offer information,
education, and personal financial counseling to help individuals and families
maintain financial stability and reach their financial goals.
Section 16D Leave
Management
16.12. Policy.
As stated in AFI 36-3003, Military
Leave Program, lengthy respites from the work environment tend to have a
beneficial effect on an individual s psychological and physical status.
Therefore, an effective leave program is an essential military requirement.
According to Department of Defense Instruction 1327.6, Leave
and Liberty Policy and Procedures, all officers in command, major
headquarters, and the military departments shall ensure that secondary and
nonessential efforts, though desirable in themselves, do no prevent an
effective leave program.
16.13. Accruing Leave.
The Air Force can pay members for unused
leave at certain points in their careers, such as reenlistment, retirement,
separation under honorable conditions, or death. By law, members may receive
accrued leave payment up to a maximum of 60 days during their military careers.
However, the department of Defense policy expresses Congressional concern that
members use leave to relax from the pressures of duties and not as a method of
compensation. Note: Members do not earn leave when
they are absent without official leave, in an unauthorized leave status, in
confinement as a result of a courtmartial sentence, in an excess leave status,
or on appellate leave under Title 10, United States Code, Section 876a, Leave Required to Be Taken Pending Review of Certain Court-Martial
Convictions.
16.14. Special Leave Accrual.
Special leave accrual earned in combat zones
may be kept for 4 fiscal years; special leave accrual earned in support of
operations may now be kept for 2 fiscal years. An additional one-time special
leave accrual sell-back is authorized for enlisted service members. Under this
provision, an enlisted service member may sell back up to 30 days of special
leave accrual. Such a sell back counts toward the service member's cap of 60
days over a career. This provision has no termination date. Members lose any
leave in excess of 60 days at the end of the fiscal year unless they are
eligible for special leave accrual. Eligible members who lose leave on 1
October may have only that portion of leave restored that could not possibly
have been used before the end of the fiscal year not to exceed 120 days. The
wing or vice commander has final approval authority and may be delegated no
lower than the first O-6 in the chain of command. Major command or field
operating agency directors of personnel or equivalents (Colonel or above) will
approve special leave accrual for their organizations. Any commander in the
chain of command may deny a member s request for special leave accrual without
referring the member to a higher-level authority when the request does not meet
the criteria for special leave accrual consideration. Members are eligible for
special leave accrual if any of the following circumstances exist:
16.14.1. A member who
serves on Regular Air Force while entitled to hostile fire/imminent danger pay
for a continuous period of at least 120 days are authorized to retain such
leave (not to exceed 120 days) until the end of the third fiscal year following
the fiscal year in which the duty assignment in terminated.
16.14.2. Members
assigned to a non-hostile fire and/or non-imminent danger pay area for a
continuous period of at least 120 days are authorized to retain such leave up
to 120 days but not to exceed the total number of continuous days assigned to
the unit or qualifying duty until the end of the second fiscal year in which
the duty assignment is terminated.
16.15. Beginning and Ending
Leave.
Leave must begin and end in the local area.
The term local area means the place of residence from which the member commutes
to the duty station on a daily basis. This also applies to leave en route to a
permanent change of station or temporary duty assignment. In this case, the
local area, as defined at the old and new permanent duty station, applies. The
old permanent duty station is for beginning leave; the new permanent duty
station is for ending leave. Making a false statement of leave taken may result
in punitive action under the Uniform Code of Military Justice. Regardless of
the amount of leave authorized, Finance calculates leave based on the actual
date of departure and date of return. General rules on charging leave are as
follows:
16.15.1. Use Air Force
Form 988, Leave Request/Authorization, for all types of
leave and permissive temporary duty when LeaveWeb cannot be used. (See AFMAN
65-116, Volume 2, Defense Joint Military Pay System (DJMS)
Unit Procedures Excluding FSO, Chapter 7, for information concerning
LeaveWeb.) (Exception: When members take leave en route
with permanent change of station or temporary duty travel, the financial
service office uses the travel voucher to determine authorized travel and
chargeable leave.) Nonduty days and holidays are chargeable leave days if they
occur during an authorized period of leave. If leave includes a weekend, a
member cannot end leave on a Friday and begin the leave again on Monday.
Further, unit commanders will not approve successive Monday through Friday
leaves (or periods of leave surrounding other nonduty days) except under
emergency or unusual circumstances as determined by the unit commander.
16.15.2. A member who
is unable to report to duty upon expiration of leave because of illness or
injury must advise the leave approving authority. The next of kin, attending
physician, representative at the nearest medical treatment facility, or
American Red Cross representative may act on the member's behalf when the
member is incapacitated and unable to provide notification. Upon returning from
leave, the member must present a statement from the nearest medical treatment
facility or attending physician regarding the member's medical condition. (Note: The unit commander evaluates the statement before
authenticating the leave document.) If a member on leave requires
hospitalization or quarters status, leave is not charged while hospitalized or
on quarters. Chargeable leave ends the day before and starts again the day
following hospitalization or quarter s status, regardless of the hour of
admission or discharge or release from quarters. The unit commander issues an
amended leave authorization, if required.
16.15.3. The military personnel section and
Air Force Personnel Center/DPFCM (Missing Persons Branch) change the member's
leave status to absent without official leave when the member fails to return
to duty at the end of his or her leave period.
16.16. Extension of Leave.
The member must ask, orally or in writing,
for an extension of leave. The extension must be requested sufficiently in
advance of expiration of leave authorized to permit the member to return to
duty at the proper time if the approval authority disapproves the extension.
16.17. Recall from Leave.
Unit commanders may recall members from leave
for military necessity or in the best interest of the Air Force. Refer to the
joint travel regulation to determine if travel and transportation allowances
apply. If the unit commander authorizes the member to resume leave after the
member completes the duty that resulted in recall, a new Air Force Form 988 or
orders must be prepared.
16.18. Types of Leave.
AFI 36-3003 outlines many types of leave,
such as:
16.18.1. Annual Leave. Another
name for ordinary leave is annual leave. Normally, members request leave, as
accruing (earning), within mission requirements. Members use annual leave to
take vacations, attend to parental family needs such as illnesses, celebrate
traditional national holiday periods, attend spiritual events or other
religious observances, or as terminal leave with retirement or separation from
Regular Air Force.
16.18.2. Advance Leave.
Advance leave is leave granted based on a
reasonable expectation that a member will accrue at least that much leave
during the remaining period of active military service. The purpose of advance
leave is to enable members to resolve emergencies or urgent personal situations
when they have limited or no accrued leave. When a member has taken all the
advance leave that represents what he or she will be accruing during the
remaining period of active service, unit commanders change member's leave
status from advance to excess leave. The financial service office stops or
collects, if applicable, all pay and allowances paid after the member's leave
status changes from advance to excess leave.
16.18.3. Convalescent
Leave.
Convalescent leave is an authorized absence
normally for the minimal time needed to meet the medical needs for
recuperation. Convalescent leave is not chargeable leave. Unit commanders
normally approve convalescent leave based on recommendations by either the
medical treatment facility authority or physician most familiar with the
member's medical condition. When a member elects civilian medical care at
personal expense and an Air Force physician determines the medical procedure as
elective by military medical treatment facility authorities, such as cosmetic
surgery, the member must use ordinary leave for all absences from duty,
including convalescence. When medical authorities determine a medical procedure
is necessary, such as childbirth, and the member elects civilian medical care,
the commander, upon the recommendation by either the medical treatment facility
authority or the attending physician most familiar with the member's medical
condition may grant convalescent leave.
16.18.4. Emergency Leave.
Emergency leave is chargeable leave granted
for personal or family emergencies involving the immediate family. Unit
commanders approve emergency leave; however, commanders can delegate leave
approval to no lower than the first sergeant for enlisted personnel. Normally,
verification by the America Red Cross is not necessary. However, when the
official granting leave has reason to doubt the validity of an emergency
situation, he or she may request assistance from the military service activity
nearest the location of the emergency or, when necessary, from the American Red
Cross. The initial period of emergency leave is usually for no more than 30
days with possible extensions of an additional 30 days. If the individual needs
an extension while on emergency leave, he or she must contact the unit
commander or first sergeant for approval. Unit commanders should advise members
to apply for a humanitarian or exceptional family member reassignment or
hardship discharge if the leave period is more than 60 days. Air Force
Personnel Center approves emergency leave if leave requested results in a
member having a cumulative negative leave balance of over 30 days. The member
may not request emergency leave for reasons such as attending court hearings or
the resolution of marital or financial problems; the member may, however,
request ordinary leave for these situations. Situations when emergency leave is
normally authorized include but are not limited to:
16.18.4.1. To visit a
terminally ill person in the immediate family of either the member or the
member's spouse.
16.18.4.2. When there
has been a verified death in the member's immediate family or the spouse's
immediate family.
16.18.4.3. Because the
member or someone in the member's or spouse's
immediate family has a life-threatening condition due to an accident, illness,
or major surgery or is admitted to an Intensive Care Unit due to a major
illness or accident.
16.18.4.4. Because the
member is affected by a natural disaster, such as a hurricane, tornado, flood,
or earthquake, and a severe or unusual hardship would result if the member
failed to return home.
16.18.5. En Route Leave.
En route leave is ordinary leave members use
in connection with permanent change of station, including their first change of
station upon completion of technical training. Members may request advance
leave when they do not have enough accrued leave to use as en route leave.
Normally, the losing unit commander approves up to 30 days en route leave with
any change of station move if the leave does not interfere with the reporting
date to either a port or new assignment. Members who complete basic or
technical training may request at least 10 days of leave en route if their
first duty station is in the continental United States. They may request at
least 14 days if going to an overseas assignment.
16.18.6. Terminal Leave.
Terminal leave is chargeable leave taken in
conjunction with retirement or separation from Regular Air Force. The member's
last day of leave coincides with the last day of Regular Air Force. Normally, a
member does not return to duty after terminal leave begins. The amount of leave
taken cannot exceed the leave balance at the date of separation. See AFI 36-3003
for guidance.
16.18.7. Excess Leave.
Excess leave is leave members normally use
for personal or family emergency situations when members cannot request advance
leave. Excess leave is a no-pay status; therefore, entitlement to pay and
allowances and leave accrual stops on the member's first day of excess leave. A
member will not receive disability pay, if injured, for time spent on excess
leave. The period of excess leave will not count toward the fulfillment of any
Regular Air Force service commitment.
16.18.8. Environmental and
Morale Leave.
Environmental and morale leave is leave
authorized at overseas installations where adverse environmental conditions
require special arrangements for leave in desirable places at periodic
intervals. The environmental and morale leave taken is ordinary leave. Funded
environmental and morale leave is charged as ordinary leave, but members are
authorized to use Department of Defense-owned or -controlled aircraft; plus, travel
time to and from the environmental and morale leave destination is not charged
as leave. Unfunded environmental and morale leave is also charged as ordinary
leave, but members are authorized space-available air transportation from the
duty locations, and travel time to and from the leave destination is charged as
leave.
16.19. Regular and Special
Passes.
A pass period is an authorized absence from
duty for a relatively short time and starts from the end of normal work hours
on a duty day and ends at the beginning of normal work hours the next duty day.
There are no mileage restrictions. However, approval authorities may require
members to be able to return to duty within a reasonable time in the event of
an operational mission requirement such as a recall, unit alert, or unit
emergency.
16.19.1. Regular Pass.
A regular pass starts after normal work hours
on a given day and stops at the beginning of normal work hours the next duty
day. This includes nonduty days Saturday, Sunday, and a holiday for up to 3
days total if a member normally works Monday through Friday or up to 4 days for
a member who works a nontraditional work schedule, such as a compressed
workweek. The combination of nonduty days and a public holiday may not exceed 4
days. Department of Defense or higher management levels may determine that a
Monday or Friday is compensatory (comp) time off when a holiday is observed on
a Tuesday or Thursday, in which case a regular pass may consist of a weekend, a
comp day off, and a public holiday.
16.19.2. Special Pass.
Unit commanders may award 3- or 4-day special
passes for special occasions or circumstances, such as reenlistment or for some
type of special recognition or compensatory time off. They may delegate
approval to a level no lower than squadron section commander, deputies, or
equivalents. Special passes start after normal work hours on a given day. They
stop at the beginning of normal work hours on either the 4th day for a 3-day
special pass or the 5th day for a 4-day special pass. A 3-day special pass can be
Friday through Sunday, Saturday through Monday, or Tuesday through Thursday. A
4-day special pass can be Thursday through Sunday or Saturday through Tuesday
or Friday through Monday. This applies to a normal Monday through Friday
workweek. Passes may be taken in conjunction with leave without a duty day
between the pass and leave period. The member must be physically present in the
local area when departing and returning from leave. The pass can be taken
before or after leave, but not both.
16.20. Permissive Temporary
Duty.
Permissive temporary duty is an
administrative absence for which funded temporary duty is not appropriate.
Commanders may not authorize permissive temporary duty in place of leave or a
special pass or in conjunction with special passes. Normally, Air Force Form
988 is used for all types of permissive temporary duties. See AFI 36-3003 for
complete information.
16.20.1. Authorized PTDYs.
Types of authorized permissive temporary
duties include, but are not limited to:
16.20.1.1. Traveling to or in the vicinity of
a new permanent duty station to secure off-base housing before the member
out-processes the old permanent duty station. (Generally, members request
permissive temporary duty after signing in at the new permanent duty station.)
16.20.1.2. Accompanying
a dependent patient or military member patient to a designated medical
treatment facility not in the local area when the medical authority deems
permissive temporary duty essential.
16.20.1.3. To attend a
Department of Defense sponsored employment assistance seminar under the
Transition Assistance Program when the member cannot schedule one locally and
when the member will separate or retire within 180 days.
16.20.1.4. Attending
national conventions or meetings hosted by service-connected organizations such
as the Military Officer Association, Air Force Sergeants Association, or the
Noncommissioned Officers Association.
16.20.2. Permissive
Temporary Duty Not Authorized.
Members are not authorized permissive
temporary duties:
16.20.2.1. To search
for a house in a close proximity permanent change of station move.
16.20.2.2. In
conjunction with a permissive reassignment.
16.20.2.3. To attend a
professional military education graduation when the graduate is a coworker, friend,
or military spouse.
16.20.2.4. To attend a
change of command or retirement ceremony. Note: The
presiding official for a military retirement ceremony may be authorized
permissive temporary duty.
16.21.
Post-Deployment/Mobilization Respite Absence:
16.21.1. Post-Deployment/Mobilization Respite
Absence is in support of the Secretary of Defense utilization of the total
force policy. The program applies to creditable deployments and mobilizations
underway on, or commencing after, 19 January 2007.
16.21.2. The Secretary of Defense has
directed establishment of programs to recognize members who are required to
mobilize or deploy with a frequency beyond established rotation goals and
Post-Deployment/Mobilization Respite Absence as a new category of administrative
absence.
16.21.3. The concept of operations is to
establish a yearly rotation goal of a deployment-to-dwell ratio of 1:2. That
is, for every 1 year a service member of the active component is deployed, he
or she must have 2 years at his or her home station. The yearly
mobilization-to-dwell ratio goal for the Reserve Component is 1:5 years.
Post-Deployment/Mobilization Respite Absence earned under these conditions is
considered administrative absence.
16.21.4. For the purpose of accruing
Post-Deployment/Mobilization Respite Absence under this program, the Department
of the Air Force defines criteria as creditable deployments/temporary to the
land areas of Afghanistan or Iraq on or after
19 January 2007, but before 1 October 2011.
Aircrew participating in missions into, out of, within or over the area of
eligibility in
support of military operations, count each day of operation as 1 day of
eligibility. Deployment is defined as a member temporary duty under
contingency, exercise, and deployment orders to these locations.
16.21.5. Creditable time continues to accrue
during periods of rest and relaxation, leave, and for temporary duties outside
of Afghanistan or Iraq of 30 consecutive days or less.
16.21.6. For qualifying deployments and
mobilizations beginning on or after 1 October 2011, Active Component Airmen
who, on the first day of their current deployment, had deployed in excess of 12
months out of the previous 36 months, and who meet the other eligibility
criteria contained in AFI 36-3003, qualify for Post-Deployment/Mobilization
Respite Absence.
16.22. Program Administration:
16.22.1. Commanders
can only delegate ordinary leave approval to the lowest supervisory level to
meet the needs of the unit. Supervisors should train personnel on the
requirements of the leave program and ensure they know how to use, LeaveWeb and
the Air Force Form 988 to request leave and permissive temporary duty.
16.22.2. Before
approving leave, supervisors should ensure members requesting leave have a sufficient
leave balance. Also, they must ensure members provide a valid address and
emergency telephone number where they can be reached. Before signing the Air
Force Form 988, follow the unit's procedures to obtain a leave authorization
number. Leave numbers normally will not be given earlier than 14 days prior to
the leave effective date. Members on leave should use risk management
principles to assess all hazards and control risks before excessive or
hazardous travel, especially when traveling by automobiles. Also, supervisors
should make sure the member has sufficient funds to return to duty on time. If
the documentation is not processed digitally, the unit leave monitor sends Part
I with authorization number to the servicing finance office and gives Part II
to the member after obtaining a leave authorization number. The supervisor
retains Part III for completion after the member returns from leave.
16.22.3. When the
member returns from leave, the supervisor determines how the member s actual
leave dates compared to the first and last days of chargeable leave reported on
Air Force Form 988, Part I. The member signs Part III, and the supervisor
certifies the dates of leave and sends Part III to the commander support staff
for processing. If there is a change in the actual number of days the member
took, supervisors will follow the instructions listed in Part III. Note: The Air Force adopted the current method of recording
leave to prevent fraud in the leave reporting system.
16.22.4. LeaveWeb is
an Air Force system that automates the method of requesting and processing
leave (in lieu of using the hard copy Air Force Form 988). Under LeaveWeb, the
member requests ordinary leave which generates an e-mail to his or her
supervisor. The supervisor approves or disapproves the leave and, if approved,
sends the leave information to the unit leave monitor to validate. Once
validated, the leave is sent electronically to finance. The member prints a
copy of the approved leave form to hand-carry during leave. Upon returning from
leave, the member completes the necessary updates in LeaveWeb and forwards the
e-mail to his or her supervisor for endorsement. This electronic process
reduces waste in materials as well as man-hours.
Section 16E Equal
Opportunity
16.23. Equal Opportunity Policy:
16.23.1. The Air Force is a richly diverse
community consisting of Airmen, military and civilian, with widely varied
backgrounds, beliefs, multicultural influences, and many unique life
experiences. Airmen are most effective when they are working in an environment
that promotes teamwork, inclusion, and mutual respect. Therefore, we must train
and prepare our Airmen to view human relation issues and circumstances more
broadly. This will allow them to effectively understand, engage, and defeat any
potential adversary or personal situation with intelligence and integrity.
16.23.2. The Equal
Opportunity Program proactively engages all Airmen in the pursuit of equal
opportunity. The Air Force Equal Opportunity Program has been developed to
foster and support equal opportunity, the Air Force Core Values and
Airman's Creed, and must be carried out in
the day-to-day actions of all personnel. The Air Force will not tolerate
unlawful discrimination and unlawful harassment or reprisal against individuals
who engage in protected activity. Airmen must actively make workplace
professionalism a top priority and take proactive steps to prevent, correct and
eliminate unlawful discriminatory behavior. Air Force Equal Opportunity policy
compliance is a function of leadership.
16.24. Equal Opportunity
Program Objectives:
16.24.1. The primary objective of the program
is to eradicate unlawful discrimination. The Equal Opportunity office will
assist commanders at all levels in conducting a continuing campaign to eradicate
every form of unlawful discrimination or harassment from the workplace. In
order to promote a workplace free of unlawful discrimination, to include sexual
harassment, the Equal Opportunity office will take proactive steps to ensure
all available efforts are in place (for example, human relations education,
commander's calls, climate assessments).
16.24.2. The program
also seeks to foster a positive human relations environment. The Equal
Opportunity office will use the Human Relations Climate Assessment Subcommittee
Installation Equal Opportunity Assessment Summary and Defense Equal Opportunity
Management Institute Organization Climate Survey tool to evaluate positive and
negative factors in the local environment. Human relations education is also
provided through proactive measures to ensure all employees and management
personnel understand the need for a positive human relations environment.
16.25. Unlawful Discrimination:
16.25.1. Unlawful discrimination against
military members includes any unlawful action that denies Equal Opportunity to
persons or groups based on their race, color, religion, national origin, sexual
orientation or sex (including sexual harassment). This type of discrimination
can occur in a variety of forms to include: in writing, verbal, or in a
combination. Unlawful discrimination can occur on or off base.
16.25.2. Unlawful discrimination against
Department of Defense civilian employees includes any unlawful employment
practice that occurs when an employer fails or refuses to hire or promote,
discharges, or otherwise discriminates against any individual with respect to
compensation, terms, conditions, or privileges of employment; or limits,
segregates, or classifies employees or applicants for employment in any way
that deprives or tends to deprive any individual of employment opportunities or
otherwise adversely affects his/her status as an employee because of race,
color, religion, national origin, sex, (including sexual harassment, pregnancy,
gender identity, and sexual orientation age (40 or older), genetic information,
physical or mental disability, or reprisal.
16.25.3. Unlawful discrimination can also
include the use of disparaging terms regarding an individual's birthplace,
ancestry, culture, or the linguistic characteristics common to a specific
ethnic group. The use of terms that degrade or connote negative statements
pertaining to race, color, religion, national origin, sex, age, genetic
information, and mental or physical disability can constitute unlawful
discrimination. These terms include insults, printed material, visual material,
signs, symbols, posters, or insignia.
16.25.4. The operational language of the Air
Force is English. Air Force personnel must maintain sufficient proficiency in
English to perform their official/military duties. All official communications
must be understood by everyone who has a need to know their content. Commanders
may require Air Force personnel to use English only when such use is clearly
necessary and proper for the performance of military duties. Accordingly,
commanders, supervisors, and managers at all levels must not require the use of
English for personal communications unrelated to official duties.
16.26. Sexual Harassment:
16.26.1. Sexual harassment is a form of sex
discrimination that involves unwelcome sexual advances, requests for sexual
favors, and other verbal or physical conduct of a sexual nature when:
16.26.1.1. Submission to such conduct is made
either explicitly or implicitly a term or condition of a person's job, pay, or
career.
16.26.1.2. Submission to or rejection of such
conduct by a person is used as a basis for career or employment decisions
affecting this person.
16.26.1.3. Such conduct has the purpose or
effect of unreasonably interfering with an individual's work performance or
creates an intimidating, hostile, or offensive working environment.
16.26.2. This definition emphasizes that
workplace conduct, to be actionable as an abusive work environment, harassment
need not result in concrete psychological harm to the victim, but rather need
only be so severe or pervasive that a reasonable person would perceive, and the
victim does perceive, the work environment as hostile or offensive. Workplace
is an expansive term for military members and may include conduct on or off duty,
24 hours a day.
16.26.3. Any person in a supervisory or
command position who uses or condones any form of sexual behavior to control,
influence, or affect the career, pay, or job of a military member or civilian
employee is engaging in sexual harassment. Similarly, any military member or
civilian employee who makes deliberate or repeated unwelcome verbal comments,
gestures, or physical contact of a sexual nature in the workplace is also
engaging in sexual harassment.
16.27. Military Equal
Opportunity Complaint Process:
16.27.1. Authorization.
Only military personnel, their family
members, and retirees may file military Equal Opportunity complaints. To file a
complaint, the individual must be the subject of the alleged unlawful
discrimination or sexual harassment. Third parties, to include commanders,
supervisors or co-workers, may not file a complaint on behalf of another
individual. The Equal Opportunity office will refer all third party individuals
who are aware of specific allegations of military
Equal Opportunity policy violations to their
respective chain of command. The Equal Opportunity office will not
accept military
complaints from military members, family members or retirees if their concern
is related to their off-base or Department of Defense civilian employment.
16.27.2. Military Informal
Complaint Procedures.
The purpose of the military informal
complaint process is to attempt resolution at the lowest possible level.
16.27.2.1. To informally resolve unlawful
discrimination and sexual harassment complaints, individuals may orally address
or prepare written correspondence to the alleged offender, request intervention
by a coworker, opt to use the alternate dispute resolution process, or use the
chain of command (for example, request assistance from the supervisor, first
sergeant, or commander).
16.27.2.2. There is no time limit for filing
informal complaints and no requirement for commander approval before accepting
informal complaints.
16.27.2.3. Informal sexual harassment
complaints must be processed in accordance with Title 10, United States Code,
Section 1561, Complaints of
Sexual Harassment: Investigation by Commanding Officers and complaint
allegations must be forwarded to the applicable General Court-Martial Convening
Authority. The commander must initiate a Commander Directed Investigation. The
Equal Opportunity office will serve as Subject Matter Experts for commanders
and organizations conducting sexual harassment investigations. The Commander
Directed Investigation process for sexual harassment complaints must be
complete within 14 calendar days.
16.27.3. Military Formal
Complaint Procedures:
16.27.3.1. The purpose of the military formal
complaint process is to enable military members, retirees and their family
members to formally present allegations of unlawful discrimination and sexual
harassment to the Equal Opportunity office with the goal of attempting
resolution through a complaint clarification process.
16.27.3.1.1. Complaint clarification is the
process of gathering information regarding a formal military complaint or
hotline complaint to determine whether a "preponderance of evidence"
exists to demonstrate that unlawful discrimination or sexual harassment
occurred. The complaint clarification includes interviewing or taking statements
from complainants, potential witnesses, alleged offenders and anyone else who
may have information relevant to the case. The Equal Opportunity office may use
information gathered from other investigations in conjunction with (but not in
lieu of) their own clarification process to establish a preponderance of
credible evidence.
16.27.3.1.2. The clarification results are
forwarded to the Staff Judge Advocate for a legal sufficiency review. Once the
review is complete, the alleged offender s commander receives the complaint for
final action, if appropriate.
16.27.3.1.3. The entire complaint
clarification process for unlawful discrimination complaints must be completed
within 20 duty days. This includes 9 duty days for the Equal Opportunity office
to conduct a clarification, 6 duty days for legal review, and 5 duty days for
commander action, if required.
16.27.3.1.4. Formal sexual harassment
complaints must be processed in accordance with Title 10, United States Code,
Section 1561, Complaints of
Sexual Harassment: Investigation by Commanding Officers. The complaint
clarification process for sexual harassment complaints must be complete within
14 duty days. This includes 6 duty days for the Equal Opportunity office to
conduct a clarification, 4 duty days for legal review, and 4 duty days for
commander action, if required.
16.27.3.2. Military formal complaints must be
filed within 60 calendar days of the alleged offense. The installation
commander may waive the time limits for good cause based on a memorandum with
sufficient justification provided by the complainant and submitted through the
Equal Opportunity office.
16.28. Civilian Complaint
Process.
Only Air Force employees, former employees,
and applicants for employment may file civilian Equal Opportunity complaints.
An aggrieved person can file a complaint if discriminated against on the basis
of race, color, religion, sex, (including pregnancy, gender identity, and
sexual orientation) national origin, age (40 and older), or disability, or if
subjected to sexual harassment or retaliated against for opposing
discrimination or for participating in the complaint process. Additionally, an
employee can file a complaint under Title II of the Genetic Information
Nondiscrimination Act of 2008, which prohibits genetic information
discrimination for any aspect of employment, including hiring, firing, pay, job
assignments, promotion, layoff, training, fringe benefits, or any other term or
condition of employment. To harass or retaliate against a person because of his
or her genetic information is illegal under the Genetic Information
Nondiscrimination Act.
16.28.1. Civilian Informal
Complaint Procedures:
16.28.1.1. The purpose of the civilian
informal complaint process is to provide for the prompt, fair and impartial processing
and resolution of complaints, consistent with legal obligations under Title 29,
Code of Federal Regulations, Part 1614, Federal
Sector Equal Employment Opportunity. The objective is to seek opportunities
to resolve issues at the lowest organizational level at the earliest possible
time.
16.28.1.2. The Equal Opportunity office will
work with management and the staff judge advocate in an attempt to resolve the
complainant's concerns. The Equal Opportunity office must complete the informal
complaint process within 30 calendar days of the complaint being filed unless
the complainant grants an extension not to exceed 60 additional calendar days.
16.28.1.3. If the matter is not resolved to
the complainant's satisfaction before the end of the authorized period,
including extensions, the complainant is issued a notice of right to file a
formal complaint.
16.28.2. Civilian Formal
Complaint Procedures:
16.28.2.1. A formal complaint must be filed
at the installation where the alleged discrimination occurred. In order for the
complaint to be processed at the formal stage, the initial contact must be
within 45 calendar days of the date of the matter alleged to be discriminatory
or, in the case of a personnel action, within 45 calendar days of the effective
date or when he or she becomes aware of the personnel action. The complaint
must describe the actions or practices that form the basis of the complaint
that was discussed with the Equal Opportunity office during the informal
complaint process.
16.28.2.2. The complaint must be filed with
the Equal Opportunity director or designee within 15 calendar days of the
complainant receiving the notice of right to file a formal complaint.
16.28.2.3. The Air Force is required to
process civilian formal Equal Opportunity complaints in accordance with Title
29, Code of Federal Regulations, Part 1614 and Equal Employment Opportunity
Management Directive 110. The Equal Employment Opportunity Commission requires
federal agencies to discharge certain responsibilities once a civilian formal
Equal Opportunity complaint has been filed.
16.28.2.4. The Equal Opportunity office must
process all formal complaints expeditiously and make a determination whether to
accept, dismiss, or partially dismiss a complaint or portion of a complaint to
allow an investigation to be completed within 180 calendar days from the date
of filing.
16.29. Equal Opportunity and
Treatment Incident:
16.29.1. An Equal Opportunity and Treatment
Incident is an overt, adverse act, occurring on or off base, directed toward an
individual, group, or institution which is motivated by or has overtones based
on race, color, national origin, religion, sexual orientation or sex which has
the potential to have a negative impact on the installation human relations
climate. An Equal Opportunity and Treatment Incident may include subjects other
than military members such as retirees and family members.
16.29.2. The Air Force classifies these
incidents as minor, serious, or major based on: the number of participants,
property damage, physical injury, assault, arson, and/or an act resulting in
death. Vandalism (degrading graffiti), hate group activity, discriminatory
epithets, signs, symbols, or the use of slurs based on race, color, national
origin, religion, sexual orientation or sex may be classified as an Equal
Opportunity and Treatment Incident.
Section 16F Legal
Services
16.30. Legal
Office.
Legal offices provide legal assistance in
connection with personal civil legal matters to support and sustain command effectiveness
and readiness. Under Title 10, United States Code, Section 1044, the ability to
offer legal assistance and legal services to the eligible categories of
personnel is contingent upon the availability of legal staff resources and
regulations as may be prescribed by the Secretary of the Air Force.
16.31. Personal
Legal Readiness.
Legal readiness is the state of legal
preparation in which Air Force members are ready to deploy, both in their
personal and mission capacities. Legal readiness involves the member's
awareness of the personal legal issues that may arise in preparation for or
during a deployment and the remedies available to avoid or lessen any adverse
effects of those issues. This is usually provided through legal assistance
available to Regular Air Force members, reservists, and guardsmen on federal
Regular Air Force, their dependents, and civilian employees stationed overseas
and their families. Personnel tasked for deployment at their bases are briefed
on preparing their personal and family legal affairs for deployment. Subject
areas include, but are not necessarily limited to, wills; service members Group
Life Insurance designations; general and special powers of attorney; medical
planning, including advance medical directives (living wills and medical or
health care powers of attorney), and designation of anatomical gifts; guardians
or in loco parentis powers of attorney to ensure care of minor children;
landlord-tenant matters; income exclusions and/or tax return filing extensions
applicable to potential deployment locations; property and financial affairs
management; protections under the Servicemembers Civil Relief Act; protections
under the Uniformed Services Employment and Reemployment Rights Act for reserve
personnel deploying; and ensuring important documents are maintained in safe,
secure, and reasonably accessible locations.
16.32. Complaints of Wrongs
under Article 138, Uniform Code of Military Justice. The Uniform Code of Military Justice, Article 138, is another
provision for protecting individuals' rights. Members of the Armed Forces who
believe they have been wronged by their commanding officers may request redress
under the provisions of Article 138. AFI 51-904, Complaints
of Wrongs under Article 38, Uniform Code of Military Justice implements
Article 138. Any member of the armed forces who believes himself wronged by his
commanding officer, and who, upon due application to that commanding officer,
is refused redress, may complain to any superior commissioned officer, who shall
forward the complaint to the officer exercising general court-martial
jurisdiction over the officer against whom the complaint is made. The officer
exercising general court-martial jurisdiction shall examine into the complaint
and take proper measures for redressing the wrong complained of; and he shall
as soon as possible, send to the Secretary concerned a true statement of that
complaint, with the proceedings had thereon.
16.32.1. A member may
use Article 138 when a discretionary act or omission by his or her commander
adversely affects the member personally. Examples include acts that violate law
or regulation; those that exceed the legitimate authority of the commander;
ones that are arbitrary, capricious, or an abuse of discretion; or those that
clearly apply administrative standards unfairly. However, the Article 138
complaint system will not provide redress for:
16.32.1.1. Submissions
related to acts or omissions that were not initiated, carried out, or approved
by the member's commander;
16.32.1.2. Submissions seeking reversal or
modification of non-discretionary command actions. For example, mandatory
filings of adverse information in an unfavorable information file are not
reviewed under Article 138, Uniform Code of Military Justice.
16.32.1.3. Submissions
challenging the actions of the commander complained against which addressed an
Article 138 application for redress, or actions by the General Court-Martial
Convening Authority on an Article 138 complaint;
16.32.1.3.1. However, a submission alleging
that the commander or General Court-Martial Convening Authority failed to act
on or forward a formal complaint, will be considered under Article 138, Uniform
Code of Military, as a new application for redress against the commander or
General Court-Martial Convening Authority, as appropriate.
16.32.1.4. Submissions filed on behalf of
another person; and.
16.32.1.5. Submissions requesting disciplinary action against
another person.
16.32.2. A member who
believes himself or herself wronged by the action of his or her commander,
before submitting a complaint under Article 138, must apply in writing through
channels to that commander for redress of the grievance. A complaint (in
writing) to that commander, or his or her designated representative, is sufficient.
Absent unusual circumstances, the member must apply for redress within 90 days
of the member's discovery of the wrong complained of and the complaint should
contain all available supporting evidence.
16.32.2.1. If the commander who allegedly
wronged the member is no longer in command of the member, the member must still
submit the initial application for redress to the commander who allegedly
wronged the member, regardless of that commander s current position or duty
location, or the member's current position or duty location.
16.32.3. The commander
complained of may consider other reliable evidence, in addition to matters
submitted by the member. Such additional evidence will be attached to the file
so the member and the commander's general court-martial authority can review
the complaint.
16.32.4. Not later than 30 days after
receipt of the initial application for redress, the commander must notify the
member in writing that:
16.32.4.1. A decision regarding the requested
relief has been deferred to allow for the completion of further fact gathering.
Such notice of a deferral shall be sent every 30 days until
such fact gathering proceeding is completed. Such notice prohibits the member
from requesting General Court-Martial Convening Authority review, as provided
in AFI 51-904,
paragraph 6.3, until 90 days have elapsed from the
initial application for redress; or
16.32.4.2. The redress requested is granted, or
16.32.4.3. The requested relief is wholly or partially denied
because:
16.32.4.3.1. The requested relief is not warranted;
16.32.4.3.2. The submission is outside the scope of Article 138,
Uniform Code of Military Justice;
16.32.4.3.3. The submission is untimely; or
16.32.4.3.4. There is a more appropriate channel for reviewing
the complaint.
16.32.5. If the commander denies the
requested relief because there is a more appropriate channel for reviewing the
complaint or the commander lacks authority to grant the requested relief, the
commander must:
16.32.5.1. Forward the submission (including
any supporting evidence) to the appropriate processing office or officer, if
any, with authority to grant the requested relief.
16.32.5.2. Return the submission (including
any supporting evidence) to the member and direct the member to the appropriate
office or officer, if any, with authority to grant the requested relief.
16.32.5.3. If appropriate, inform the member
of his or her right to file an application with the Air Force Board for
Correction of Military Records, in accordance
with AFI 36-2603, Air Force Board for Correction of Military
Records, and AFPAM 36-2607, Applicants Guide to the Air
Force Board for Correction of Military Records (AFBCMR).
16.32.6. In all cases, keep a copy of the
request, the supporting evidence, and the action taken.
16.32.7. If the member's commander wholly or
partially denies an initial application for redress under Article 138, Uniform
Code of Military Justice, the member must request General Court-Martial
Convening Authority review within 30 daysafter receiving the commander's
written response denying, in whole or in part, the initial application for
redress.
16.32.8. If after 30 days from
the submission of the initial application for redress, the member has received
no response from the commander who allegedly wronged the member, the member
must request General Court-Martial Convening Authority review within 60 days from the date the initial application for redress was
submitted.
16.32.9. If the member's commander has
notified the member that a decision regarding the requested relief has been
deferred, the member may only request General Court-Martial Convening Authority
review after 90 days from the initial application for
redress.
16.32.10. The member may submit the formal
Article 138 complaint directly to the General Court-Martial Convening Authority
exercising jurisdiction over the commander against whom the initial application
for redress was made, or through any superior commissioned officer.
16.32.11. Untimely formal complaints under
Article 138, Uniform Code of Military Justice, will be denied without a
determination on the merits of the submission and returned to the member,
unless the General Court-Martial Convening Authority waives the time
requirement for good cause.
16.32.12. Not later than 60 days after receipt of the formal complaint, the General
Court-Martial Convening Authority must notify the member that:
16.32.12.1. A decision regarding the requested
relief has been deferred to allow for the completion of a proceeding or
inquiry, or completion of a review by another authority. Such notice shall be
sent every 60 days until such proceeding, inquiry, or
review is completed. Once the proceeding, inquiry, or review is completed, the
General Court-Martial Convening Authority must notify the member of his or her
decision within 60 days.
16.32.12.2. The requested relief is granted;
or
16.32.12.3. The requested relief is denied,
in whole or in part, because:
16.32.12.3.1. The requested relief is not
warranted;
16.32.12.3.2. The submission is outside the
scope of Article 138, Uniform Code of Military Justice;
16.32.12.3.3. The submission is untimely; or
16.32.12.3.4. There is a more appropriate
channel for reviewing the complaint.
Section 16G
Ground Safety 16.33. Mishap Prevention
Program:
16.33.1. Purpose.
The purpose of the Air Force Mishap
Prevention Program is to minimize the loss of Air Force resources and protect
Air Force people from death, injuries, or occupational illnesses by managing
risks on- and off- duty. This program applies to all operations except where
otherwise prescribed or specified in Status-of-Forces Agreements. Continuing to
meet this goal is critical to our mission effectiveness. The challenge of
deployments, technologically advanced combat systems, and changing duty
requirements demands strong on-duty mishap prevention programs. Off-duty mishap
prevention must also adapt to meet the challenges posed by motor vehicles,
sports and recreation, and other off-duty activities. All Air Force personnel
have responsibilities in the mishap prevention program as aligned within the
Air Force Safety Management System and will utilize sound risk management
principles, processes, tools, and techniques to assess and mitigate risk
associated with both on- and off-duty activities. The Air Force Safety
Management
System is a mishap prevention framework mandated by AFI 91-202, The US Air Force Mishap Prevention Program. The Air Force
Safety Management System conceptualizes the mishap prevention effort in four
pillars. These pillars are: Policy and
Leadership,
Risk Management, Assurance, and
Promotion and Education.
16.33.1.1. The purpose of the Air Force
Safety Management System is to utilize the four pillars, as depicted in Figure
16.1, as a framework for structuring the Air Force mishap prevention programs
and activities used to minimize risk and reduce the occurrence and cost of
injuries, illnesses, fatalities and property damage. Leadership implements the
Air Force Safety Management System by providing guidance and goals,
establishing safety responsibility and accountability, applying risk management
to all activities, and promoting the Air Force Safety
Management System throughout the
organization. This implementation of the Air Force Safety Management System
prevents mishaps and preserves combat capability. Managing mishap prevention
activities requires goal setting, planning, executing, and measuring
performance in a Plan Do Check Act continuous improvement process.
16.33.1.2. Plan Do Check Act is an iterative
four-step management method used for the control and continuous improvement of
processes and products. Leaders from the squadron to the headquarters will use
the Plan Do Check Act methodology to ensure that continuous improvement is
being accomplished.
16.34.1.3. The desired end result of the Air
Force Safety Management System framework is mishap prevention. Mishaps cost money, cost lives, and degrade mission
and morale. All mishaps are preventable whether they occur off duty or on duty.
Commanders, supervisors, and individuals must ensure a robust safety culture
permeates through all activities.
16.33.2. Mishap Defined.
An Air Force mishap is an unplanned
occurrence, or series of occurrences, that results in occupational illnesses or
death or injury to Air Force personnel, or damage to Department of Defense
property.
16.33.2.1. Class A
Mishap. Direct mishap cost totaling $2,000,000, destruction of a
Department of Defense aircraft, or a fatality or permanent total disability.
16.33.2.2. Class B Mishap. Direct
mishap costs totaling $500,000 or more but less than $2,000,000, a permanent
partial disability, or inpatient hospitalization of three or more personnel
16.33.2.3. Class C Mishap. Direct
mishap cost totaling $50,000 or more but less than $500,000, or a nonfatal
injury or illness that results in one or more days away from work.
16.33.2.4. Class D Mishap. Direct
mishap cost totaling $20,000 or more but less than $50,000, or a recordable
injury or illness not otherwise classified as a Class A, B, or C mishap.
16.33.3. Mishap Prevention
Responsibilities.
Commanders, functional managers, supervisors,
and individuals will enforce established safety rules and carry out required
Air Force Safety Management System responsibilities identified within AFI
91-202. They will enforce rules, criteria, procedures, and safety standards to
help eliminate unsafe acts or conditions. An effective mishap prevention
program depends on individuals integrating mishap prevention principles at
every functional level, and taking personal and collective responsibility for
complying with and enforcing applicable safety standards.
16.33.3.1. Safety
Office. At the installation level, safety staffs, host and tenant
unit, implement mishap prevention programs for all Air Force units as
prescribed by AFI 91-202 and applicable host tenant support agreements. The
occupational safety staff consists of career safety professionals who are
first-term and career Airmen trained in the enlisted safety career field (Air
Force Specialty Code 1S0X1), as well as Department of Air Force civilians. With
the assistance of the commanders, supervisors, and individuals, the host safety
office staff provides oversight of the safety program and provides support and
guidance to help eliminate unsafe acts or conditions. When mishaps occur, the
safety staff ensures all mishaps are investigated and reported. Note: Air Force safety investigations are for mishap prevention
purposes only--not for punitive actions or pecuniary liability.
16.33.3.2. Commanders. Commanders
at all levels are responsible for implementing the United States Air Force
mishap prevention program in accordance with the framework of the Air Force
Safety Management System.
16.33.3.2.1. Installation
Commanders. Installation commanders provide
safe and healthful workplaces for all installation employees; ensure leadership
at all levels is held accountable for enforcing safety and occupational health
standards, and chair the installation safety council and/or environment,
safety, and occupational health council.
16.33.3.2.2. Commanders
below installation level. Commanders below installation level
implement a safety and health program in their unit, or area of responsibility.
Where commanders are not authorized fulltime safety personnel, they will
appoint a primary and alternate unit safety representative to assist them in
implementing their safety program. They also ensure a proactive mishap
prevention program is implemented to include procurement and proper use of
personal protective equipment, and worker/facility compliance with applicable
standards.
16.33.3.3. Supervisors. Supervisors
understand and enforce the safety and health standards that apply to their
areas, operations, and operations involving their subordinates. They use risk
management techniques to analyze work environments and job tasks for hazards;
the job safety analysis will be used as part of this process. They review work
processes annually, when new tasks or equipment are added, or when existing
tasks change. They develop a work-center-specific Job Safety Training Outline
on safety, fire prevention/protection, and health requirements. Supervisors
will document and maintain completed training in the work area, and will
conduct and document monthly spot inspections of the work areas. They report
all mishaps that occur in work areas, off-duty mishaps involving assigned
personnel, and related subsequent employee absences to the supporting safety
office, and ensure the proper forms are completed if a mishap involves a
civilian employee.
16.33.3.4. Individuals. Individuals
hold a vital role in preventing mishaps. A failure to intervene when a
potential unsafe act is identified is a failure to protect. Every Air Force
member is accountable for considering their personal safety and the safety of
others when participating in on and off-duty activities. Individuals are
responsible for complying with all safety instructions, technical orders, job
guides, and operating procedures. They identify and report hazardous conditions
that place Air Force personnel or property at risk to supervision and/or using
the Air Force Form 457, USAF Hazard Report, when
necessary. Individuals will report personal injury, property damage, and any
suspected exposure to biological, chemical, or nuclear hazardous materials to
their supervisors as soon as practical, but not to exceed 24 hours. Individuals
should immediately report to their supervisor a physical or mental condition
that they feel could impact safe job performance. Individuals will use personal
protection equipment for job tasks as identified by supervision. Apply risk
management principles in both on- and off-duty activities to enhance the safety
and wellbeing of themselves and other personnel.
16.34. Human Factors:
16.34.1. Overview. Human
factors is about people in their living and working environments, and how
features of individual's tools, tasks, and working environment influence human
performance. The Air Force leverages standardized Department of Defense Human
Factors Analysis and Classification System codes to determine errors
contributory or causal in Air Force mishaps. Through a systematic root cause(s)
analysis, human factors deficiencies can be identified, mitigation strategies
can be applied, organizational cultures can be improved, and processes can be
established to interrupt chains of events and avoid mishaps. To improve human
performance and use Human Factors Analysis and Classification System
effectively, we must understand the different hazards that exist and how to
properly mitigate risks along potential mishap pathways.
16.34.2. Root Cause(s)
Analysis.
The Air Force uses four levels to determine
the root cause(s) of a mishap when dealing with Human Factors Analysis and
Classification System: Organizational Influences, Supervision, Preconditions,
and Acts:
16.34.2.1. Organizational
Influences are factors in a mishap if the
communications, actions, omissions, or policies of upper-level management
directly or indirectly affect supervisory practices, conditions or actions of
the operator(s) and result in a system failure, human error, or an unsafe
situation.
16.34.2.2. Supervision. Unsafe
supervision can stem from failure to correct known problems, inappropriately
planned operations, inadequate supervision, and supervisory violations.
16.34.2.3. Preconditions are
factors in a mishap if conditions of the operators/individuals, environmental
factors, or personnel factors affect practices, conditions, or actions of
individuals and result in human error or an unsafe situation.
16.34.2.4. Acts are the active failures or actions committed by the
operator which complete the mishap event sequence and fall into two categories:
violations and errors. Violations factor into mishaps when personnel disregard
rules and instructions leading to unsafe acts.
16.34.2.5. Through the four levels of Human
Factors Analysis and Classification System, we can not only determine mishap
root cause(s) for mishaps that have taken place, but more importantly, we can
leverage Human Factors Analysis and Classification System to identify hazards
early, mitigate risks on our on- and off-duty activities, and proactively avoid
mishaps altogether.
16.34.2.6. Figure 16.2 is a diagram
describing the complex factors by which the holes in the cheese can align
resulting in a mishap. Many mishaps have strong correlations to previous
mishaps. If we know what the failures or holes' are, we can develop controls to
minimize the risk of similar mishaps happening in the future.
16.35. Accountability. Figure 16.2. Complex Factors that can Lead
to a Mishap.
We cannot tolerate reckless behavior or
unwise (Adapted from Reason, J (1990). Human Error. Cambridge decisions. All
Airmen must take personal University Press)
responsibility and
be held accountable for their actions. Supervisors will ensure military and
civilian personnel understand the implications of poor decisions and the
importance of compliance. Commanders will ensure personnel are aware of Air
Force instruction requirements and enforce compliance. Violations by military
personnel are punishable under the Uniform Code of Military Justice and may
also be considered misconduct during line-of-duty determinations. Note: Safety investigations are for mishap prevention
purposes only. Commanders may direct an additional investigation and use
factual information (time, speed, position, weather, etc.) and information
obtained elsewhere (non-privileged witness statements, police reports, etc.)
for disciplinary purposes (Letter of Reprimand, Article 15, etc.).
16.35.1. Potential Impact
of Not in Line of Duty
Determination.
A member who is injured due to his or her own
misconduct stands to lose substantial benefits. If a member dies due to his or
her own misconduct, the family stands to lose benefits. Regular pay, disability
retirement pay, disability severance pay, veterans' benefits, and survivor
benefit plan payments may be reduced or lost. The Servicemember who is
permanently disabled due to injury or illness while not in the line-of-duty
faces discharge without benefits or further medical care.
16.35.2. How to Protect
Yourself and Your Family.
Think before you act. Driving while under the
influence is obvious misconduct. You do not have to be intoxicated to be found
not in the line-of-duty. Speeding, recklessness, and failure to use personal
protective equipment resulting in injury may lead to disciplinary action. Your
career, your family's well-being, and most importantly your life depend on you
making wise decisions.
16.36. Occupational Safety
Program:
16.36.1. Supervisors are responsible for
training, establishing work methods and job instructions, assigning jobs, and
supervising personnel. They are in the best position to identify hazards,
assess risks associated with those hazards, and correct unsafe work practices
or safety deficiencies that would impede mission success.
16.36.2. One of the
greatest influences on successful mission accomplishment is a highly trained
workforce that recognizes the importance of safety precautions and procedures
and adheres to standards incorporating the basic elements of risk management.
16.36.3. Safety
training may be integrated into task performance training or conducted
separately. Before any operation begins and any safety training can take place,
the supervisor must determine where people may be injured or equipment damaged.
A job safety analysis is used to evaluate each work task not governed by a
technical order or other definitive guidance and when a new work task or
process is introduced into the workplace. If unsafe and unhealthful working
conditions exist, eliminate or control them through engineering, administrative
controls, or personal protective equipment. Commanders and supervisors must
provide personal protective equipment for Air Force military members and
civilian employees. The use of personal protective equipment is appropriate
only if other controls are not possible or practical.
16.36.4. Supervisors
must document safety training. The method of
documentation may include, but is not limited to, the
Air Force Form 55, Employee
Safety and Health Record, electronic mediums such as Air Force forms/MAF
LOG C2/CASB/G081 or locally developed products. If the Air Force Form 55 is
mandated for use as the training documentation device, the entity that mandated
the form usage will prescribe the requirement in writing to include entries
that require signatures, e.g., hazard communication, respirator, low powered
industrial, lockout/tagout, fall protection, confined spaces, radiation safety,
laser safety, etc. Note: Signature of the supervisor or
the person who conducted the training; other documents may require the initials
of the individual and trainer/supervisor.
16.37. Hazard Identification
and Reporting:
16.37.1. Mishap prevention begins with hazard
identification. As a supervisor, a good way to know where to begin identifying
hazards is to study historical workplace injury and fatality trends. The
installation safety office can offer personalized workplace mishap trending.
Injury and illness trends are also released annually by The Occupational Safety
& Health Administration in conjunction with the Bureau of Labor Statistics.
In 2014, the six most common ways workers died on the job are:
16.37.1.1. Transportation mishaps (traffic
mishaps), 1,976 fatalities.
16.37.1.2. Falls (one level to another; slips
and trips), 819 fatalities.
16.37.1.3. Workplace violence (homicides),
771 fatalities.
16.37.1.4. Contact with objects (struck by,
struck against), 723 fatalities.
16.37.1.5. Exposure to harmful substances
(chemicals), 385 fatalities.
16.37.1.6. Fire (fires, smoke, explosions),
147 fatalities.
16.37.2. On and off duty Airmen are not
immune to injury, illness, and death. Off duty, the most common way Airmen are
injured or die is from vehicle related mishaps. On duty, Airmen experience
injuries and death similar to national workplace statistics: falls, vehicle
mishaps, and struck by objects. Injuries, illnesses, and fatalities can be
eliminated through hazard identification. Hazard identification not only
includes understanding how injuries occur, but also understanding and enforcing
safety standards. Although not all inclusive, to ensure the safety of all,
commanders, supervisors, and Airmen at all levels will:
16.37.2.1. Keep areas around exit doors and
passageways free of obstructions. Ensure the exit route leads to a public way.
16.37.2.2. Remove from service ladders with
broken or missing steps, rungs or cleats, broken side rails, or other defects.
16.37.2.3. Frequently check the third and/or
grounding prong is secure, especially on items unplugged frequently. Do not cut
off the prong, or use an adapter to allow a three-prong plug to fit a two-prong
receptacle, since this negates third-wire grounding protection.
16.37.2.4. Only use multi-receptacle surge
protectors to power computers and related equipment such as lights and or fans.
Do not use surge protectors or extension cords with high current items such as
coffee makers, refrigerators, microwave ovens, heaters, food preparation
equipment, etc.
16.37.2.5. Ensure Personal Protective
Equipment is worn appropriately and where needed (fall protection gear, eye
protection, etc.)
16.37.2.6. Ensure Technical Orders, Air Force
Instructions, and other regulations are followed.
16.37.2.7. Seek to identify and correct
hazards such as missing guards, areas where falls are likely, missing and
damaged safety equipment, confined space areas, and falling or loose
objects/debris.
16.37.3. Report
hazards to the responsible supervisor or local agency. If the hazard is
eliminated on the spot, no further action is required; sharing information with
other units or agencies may prevent duplicating hazards and deficiencies
elsewhere and is recommended. If the hazard presents imminent danger, the
supervisor or individual responsible for that area must take immediate action
to correct the situation or apply interim control measures. Report hazards to
the safety office that cannot be eliminated immediately using Air Force Form
457, USAF Hazard Report, by telephone, or in person.
Reports can be submitted anonymously. The Chief of Safety will determine the
appropriate safety, fire, or health discipline to investigate the hazard
report. The investigator discusses the hazard report with the member who
submitted the report (if known), the responsible supervisor or manager, and
other parties involved to validate the hazard and determine the best interim
controls and corrective action.
16.37.4. Air Force Form 457, USAF Hazard Report, must be readily available to all unit
personnel in the work center. The investigator must respond within 10 duty days
in writing about the corrective action or plans, and conduct follow-up reviews
until the corrective action is completed.
16.38. Traffic Safety:
16.38.1. The Air Force Traffic Safety program
is aimed at preventing and reducing traffic mishaps using a wide-range of
mishap prevention program specifically focusing on driving behaviors and risk
management. Off-duty traffic mishaps are the leading cause of Air Force
fatalities, with motorcycle mishaps accounting for approximately half of all AF
traffic fatalities. This is an alarming fact, considering Air Force motorcycle
riders, account for only 9 percent of the Air Force population.
16.38.2. Reckless driving behaviors (i.e.
driving under the influence, speeding, distracted driving, lack of training)
are the leading cause in over 75 percent of all private motor vehicle mishaps.
Distracted driving (primarily cell phone usage/text messaging) has increased in
recent years and according to the National Safety Council was involved in 26
percent of all 2014 motor vehicle mishaps. Several tools are available to help
supervisors in educating Airmen in safe driving practice, including Motorcycle
training classes, Motorcycle Unit Safety Tracking Tool, Travel Risk Planning
System and several online/classroom traffic safety courses.
Section 16H Risk
Management
16.39. Definition.
Risk management is a decision-making process
to systematically evaluate possible courses of action, identify risks and
benefits, and determine the best course of action for any given situation. Risk
management enables commanders, functional managers, supervisors, and
individuals to maximize capabilities while limiting risks through application
of a simple, systematic process appropriate for all personnel and functions in
both on- and off-duty situations. Appropriate use of risk management increases
an organization's and individual's ability to safely and effectively accomplish
their mission/activity while preserving lives and precious resources.
16.39.1. Risk Management
Principles.
Four principles govern all actions associated
with risk management. These principles are the cornerstone of effective risk
management and are applicable 24-hours a day, 7-days a week, 365-days
a year (24-7-365) by all personnel, for all on- and off-duty operations, tasks
and activities.
16.39.1.1. Accept No
Unnecessary Risk. Unnecessary risk comes without a commensurate return
in terms of real benefits or available opportunities and will not contribute
meaningfully to mission or activity accomplishment, and needlessly jeopardizes
personnel or other assets. All Air Force missions and daily routines involve
risk. The most logical choices for accomplishing a mission are those that meet
all mission requirements while exposing personnel and resources to the lowest
acceptable risk; take only those risks that are necessary to accomplish the
mission or task. However, we cannot and should not be completely risk averse;
even high risk endeavors may be undertaken when there is a well-founded basis
to believe that the sum of the benefits exceeds the sum of the costs. Balancing
benefits and costs is a subjective process and tied intimately with the factors
affecting the mission or activity; therefore, personnel with prior knowledge
and experience of the mission or activity must be engaged whenever possible in
making risk decisions to ensure a proper balance is achieved.
16.39.1.2. Make Risk
Decisions at the Appropriate Level. Although anyone can make a risk
decision that impacts their personal well-being, some risk acceptance decisions
must be made by an appropriate decision-making authority that can effectively
allocate resources and implement controls to mitigate or eliminate risks
associated with an operation/activity. Making risk decisions at the appropriate
level also establishes clear accountability. Leaders and individuals must be
aware of how much risk they can accept and when to elevate risk management
decisions to a higher level. Those accountable for the success or failure of
the mission or activity must be fully engaged in the risk decision process.
16.39.1.3. Integrate Risk
Management into Operations and Planning at All Levels. Integrate risk
management into planning at all levels and as early as possible. This provides
the greatest opportunity to make well informed risk decisions and implement
effective risk controls. To effectively apply risk management, commanders,
supervisors, and personnel must dedicate time and resources to integrate risk
management principles into planning, operational processes and day-to-day
activities. Risk assessments of operations and activities are most successful
when they are accomplished in the normal sequence of events (the pre-planning
of a mission or activity) by individuals directly involved in the event, and not
as a last minute or add-on process. Any amount of pre-planning that can be
accomplished, even in a time constrained environment is better than no planning
at all.
16.39.1.4. Apply the
process cyclically and continuously. Risk management is a continuous
process applied across the full spectrum of military training and operations,
base operations functions, and day-to-day activities and events both on and off
duty. This cyclic process is used to continuously identify and assess hazards,
develop and implement controls, evaluate outcomes, and provide feedback to our
Airmen to save lives and preserve combat resources.
16.39.2. Risk Management
Levels.
The principles, goals and fundamental
concepts of risk management highlight the universal application of risk
management concepts both on- and off-duty. There are two primary levels of risk
management (Deliberate and Real-Time)
that dictate the level of effort and scope that should normally be undertaken
when evaluating risk(s). Figure 16.3 depicts the basic relationship of these
levels and how they relate across the strategic (long-term) to tactical
(short-term) spectrums. The controls/resources and issues shown below the risk
management levels are examples of resources and impacts that might apply across
the planning and execution timelines. As the diagram shows, Deliberate
and Real-Time risk management are interrelated when making risk management
decisions; they are separated only at the point where the planning phase
transitions to the execution phase of the mission/activity. A strong, effective
risk management process involves careful and deliberative planning coupled with
effective, realtime risk management. This full spectrum approach ensures
comprehensive risk mitigation and the likelihood of mission/activity success.
16.39.2.1. Deliberate Risk
Management. Deliberate risk management refers to pre-mission/activity
planning and involves the full formal application of the complete 5-Step risk
management process outlined in paragraph 16.39.3. This process can range from
an in-depth planning process involving thorough hazard identification, detailed
data research, diagram and analysis tools, formal testing, and long-term
tracking of the risks associated with an operation, activity or system, down to
normal day-to-day operations/activity planning that utilize the same 5-Step
risk management process, but require less time and resources to complete.
Generally associated with strategic-level planning, in-depth risk management
planning is reserved for complex operations/systems, high priority/high
visibility situations or circumstances in which hazards are not well
understood. In-depth risk management is normally implemented well in advance of
the planned system, mission, event, or activity and is normally reserved for
more complex and risky efforts (such as large troop/unit movements, airshow
planning, system development, tactics and training curricula development,
scheduled vacations, organized camping/hiking activities, scheduled home
repairs, etc.). As the situation, operation, or activity becomes less complex,
familiar and/or closer to execution, deliberate risk management planning
becomes simplified and the focus shifts to ensuring near-term hazards and
mitigation strategies are considered. Across the spectrum of deliberate risk
management, we must always include the experience, expertise, and knowledge of
experienced personnel to identify known hazards/risks and strategies to
effectively mitigate risks for the specific mission, activity, or task in both
on- and off-duty situations. Although pre-planning is always desired for any
situation, we must also consider how we deal with risk management once we begin
the execution phase of an activity.
Figure
16.3. Relationship of Risk Management Levels
16.39.2.2. Real-Time. This
level of risk management is always associated with risk management decisions
made in Real-Time during the execution or tactical phase of training,
operations, emergency/crisis response situations, or off-duty activities where
there is normally little or no time to conduct formal/deliberate risk
management planning. Real-time is usually an informal, mental risk assessment
that is done on the fly (i.e. shortnotice taskings, weather/natural phenomena
driven activities, emergency responses, spontaneous off-duty activities, etc.)
using basic risk management process steps to identify and mitigate hazards in
the new or changing situation. As time is normally constrained or limited in
these situations, deliberate risk management planning is impractical.
Imperative to the Real-Time situations, is that individuals are able to
efficiently and effectively apply risk management concepts to mitigate risks.
To enhance recall of critical risk management steps, the Air Force has adopted
an easy to remember mnemonic (ABCD discussed in paragraph 16.39.4.) to assist
personnel in making sound risk management decisions during Real-Time and to
provide a description of the Air Force real-time risk management process that
is appropriate during the execution of a mission or activity and/or
time-constrained situations.
16.39.3. 5-Step Risk
Management Process.
Risk Management is a continuous, systematic
decision informing process consisting of five primary steps (Figure 16.4) that
define the formal risk management process primarily associated with
deliberative risk management planning and forms the basis for real-time risk
management process considerations. The following is a brief description of the
5-Step risk management process:
Figure 16.4. 5-Step Risk Management
16.39.3.1. (Step 1) Identify the Hazards. Step
one of the risk Process. management
process involves application of appropriate hazard identification techniques in
order to identify hazards associated with the operation or activity. Hazards
can be defined as any real or potential condition that can cause mission
degradation, injury, illness, death to personnel or damage to or loss of
equipment/property. Key aspects of this step include:
16.39.3.1.1. Mission/Task Analysis: Review
current and planned operations and/or tasks associated with the mission or
activity.
16.39.3.1.2. List Hazards: Identify and list
hazards and/or factors that may lead to dangers and risks associated with the
operation or activity.
16.39.3.1.3. List Causes: List the causes
associated with each identified hazard, and try to identify the root cause(s)
against which to apply risk management strategies.
16.39.3.2. (Step 2) Assess the
Hazards. The assessment step involves the application of quantitative
and/or qualitative measures to determine the probability and severity of
negative effects that may result from exposure to risks/hazards and directly
affect mission or activity success. Assessing hazards can be a formalized or
intuitive process. Key aspects of this step include:
16.39.3.2.1. Assess Hazard Exposure: Evaluate
the time, proximity, volume or repetition involved to determine the level of
exposure to hazards.
16.39.3.2.2. Assess Hazard Severity:
Determine severity of the hazard in terms of potential impact on personnel,
equipment, or mission/activity.
16.39.3.2.3. Assess Probability: Determine
the probability that the hazard will cause a negative event of the severity
assessed above. Probability may be determined through estimates or actual
numbers (if available).
16.39.3.2.4. Assess Risk Levels: Determine
the level of risk associated with the hazard as related to Severity and
Probability. The level of risk will vary from
extremely high as associated with frequent exposure and catastrophic effects to
low as associated with unlikely exposure and negligible effects.
16.39.3.2.5. Complete Risk Assessment:
Combine severity and probability estimates to form a risk assessment for each
hazard. By combining the probability of occurrence with severity, a matrix is
created where intersecting rows and columns define a Risk Assessment Matrix.
Figure 16.5 provides one example of a Risk Assessment Matrix; color coding,
coupled with numeric values is one way to ensure the matrix is readable in both
color and grayscale formats. Risk Assessment Matrices can take different forms
and must be designed to fit the organization or situation as warranted. Note: A
complete and in-depth description of the Risk Assessment Matrix can be found in AFPAM 90-803, Risk Management (RM)
Guidelines and Tools.
Figure
16.5. Sample Risk Assessment Matrix
16.39.3.3. (Step 3)
Develop Controls and Make Decisions: Step three involves the
development and selection of specific strategies and controls that reduce or eliminate
risk. Effective mitigation measures reduce one of the three components
(Probability, Severity or Exposure) of risk. Risk mitigation decisions must be
made at the appropriate level for the identified risk. The higher the risk, the
higher the decision-level needs to be to ensure that an appropriate analysis of
overall costs to benefits has been carefully weighed. Keep in mind there is no
cookie-cutter approach or specific standard for establishing levels of risk
management decision authority across the Air Force. Critical is that
leadership/decision makers ensure the levels of decision authority are aligned
appropriately for mission requirements and experience levels of the personnel
conducting operations/activities under their responsibility. Decision levels
may vary within a command for differing operations/activities if training
requirements, mission sets or activities are divergent enough to warrant
separate standards (for example, Air Education and Training Command, Air Force
Special Operations Command, etc.). Decision makers must ultimately choose the
most mission supportive risk controls, consistent with risk management
principles that provide the best solution for the given hazards. Risk decisions
must never be delegated to a lower level for convenience or when the situation
dictates senior-level involvement; exceptions may be considered in time
critical situations where delays might endanger lives, resources or equipment.
Key aspects of this step include:
16.39.3.3.1. Identify Control Options: Starting
with the highest-risk hazards as assessed in Step 2, identify as many risk
control options as possible for all hazards. Each hazard should have one or
more controls that can effectively eliminate, avoid, or reduce the risk to an
acceptable level.
16.39.3.3.2. Determine Control Effects:
Determine the effect of each control on the risk(s) associated with the hazard.
With controls identified, the hazard should be re-assessed taking into
consideration the effect the control will have on the severity and or
probability. This refined risk assessment determines the residual risk for the
hazard (assuming the implementation of selected controls). At this point,
consider the cost (personnel, equipment, money, time, etc.) of the control and
the possible interaction between controls; do they work together?
16.39.3.3.3. Prioritize Risk Controls: For
each hazard, prioritize those risk controls that will reduce the risk to an
acceptable level. The best controls will be consistent with mission objectives
and optimize use of available resources (manpower, material, equipment,
funding, time).
16.39.3.3.4. Select Risk Controls: For each
identified hazard, select those risk controls that will reduce the risk to an
acceptable level. As in prioritizing controls, the best controls will be
consistent with mission/activity objectives and optimum use of available
resources (outlined above).
16.39.3.3.5. Make Risk Control Decision:
Analyze the level of risk for the operation/activity with the proposed controls
in place. Determine if the benefits of the operation/activity now exceed the
level of risk the operation/activity presents. Be sure to consider the
cumulative risk of all the identified hazards and the long term consequences of
the decision. If the cost of the risk(s) outweighs the benefits, re-examine the
control options to see if any new or modified controls are available. If no
additional controls are identified, inform the next level in the chain of
command that, based on the evaluation, the risk of the mission exceeds the
benefits and should be modified. When notified of a situation in which risk
outweighs the benefit, the next level in the chain of command must assist and
implement required controls, modify/cancel the mission, or accept the
identified risks based on a higher level of the risk-benefit equation. Keep in
mind that as circumstances change for a given mission/activity, the
benefit-torisk comparison must also be made to ensure that previous Go/No-Go
decisions are valid.
16.39.3.4. (Step 4)
Implement Controls. Once control measures have been selected, an
implementation strategy must be developed and carried out. The strategy must
identify the: who, what, when, where and costs associated with the control
measure. For mission-related controls, accountability must be emphasized across
all levels of leadership and personnel associated with the action so that there
is clear understanding of the risks and responsibilities of commanders and
subordinates alike. There must always be accountability for acceptance of risk
regardless of circumstances. Key aspects of this step include:
16.39.3.4.1. Make Implementation Clear:
Provide a roadmap for implementation, a vision of the end state, and describe
successful implementation. Deployed the control measure in a method the intended
audience can understand.
16.39.3.4.2. Establish Accountability:
Accountability is a critically important area of risk management. The
accountable person is the one who makes the decision (approves the control
measures), and hence, the right person (appropriate level) must make the
decision. Also, be clear on who is responsible at the unit or execution level
for implementation of the risk control. Individuals involved in a specific risk
management process must be aware of who is responsible and accountable at each
stage of an operation/activity and when (if possible) decisions will be
elevated to the next level.
16.39.3.4.3. Provide Support: To be
successful, command/leadership must be behind the control measure(s) put in
place. Provide the personnel and resources necessary to implement the control
measures. Incorporate sustainability from the beginning and be sure to deploy
the control measure along with a feedback mechanism that will provide
information on whether the control measure is achieving the intended purpose.
16.39.3.5. (Step 5)
Supervise and Evaluate. Risk management is a process that continues
throughout the life cycle of a system, mission, or activity. Leaders and
supervisors at every level must fulfill their respective roles to ensure controls
are sustained over time. Key aspects of this step include:
16.39.3.5.1. Supervise: Monitor the
operation/activity to ensure:
16.39.3.5.1.1. The controls are effective and
remain in place.
16.39.3.5.1.2. Changes which require further
risk management are identified.
16.39.3.5.1.3. Action is taken when necessary
to correct ineffective risk controls and reinitiate the risk management steps
in response to new hazards.
16.39.3.5.1.4. Risk and controls are
re-evaluated anytime the personnel, equipment, or mission/activity change or
new actions are anticipated in an environment not covered in the initial risk
management analysis.
16.39.3.5.1.5. There is continuity of
selected risk management controls during leadership changes. Ensuring outgoing
leaders share knowledge, experiences, and lessons with incoming leaders
provides positive transition of risk acceptance and less volatility to the
operation or activity when these changes occur.
16.39.3.5.2. Evaluate: The risk management
process review/evaluation must be systematic. After assets are expended to
control risks, a cost benefit review must be accomplished to see if risk and
cost are in balance. Significant changes in the system are recognized and
appropriate risk management controls are reapplied as necessary to control the
risks. Effective review/evaluation will also identify whether actual costs are
in line with expectations and how the controls have affected mission
performance (good or bad). Other considerations:
16.39.3.5.2.1. Every risk analysis will unlikely
be perfect the first time. When risk analyses contain errors of omission or
commission, it is important that those errors be identified and corrected.
16.39.3.5.2.2. Measurements are necessary to
ensure accurate evaluations of how effectively controls eliminate hazards or
reduce risks. When available, After-Action reports, surveys, and in-progress
reviews are excellent tools for measurements. To be meaningful, measurements
must quantitatively or qualitatively identify reductions of risk, improvements
in mission success, or enhancement of capabilities.
16.39.3.5.3. Feedback: A review by itself is
not enough; a feedback system must be established to ensure that the corrective
or preventative action taken was effective and that any newly discovered
hazards identified during the mission/activity are analyzed and corrective
action taken. Feedback informs all involved as to how the implementation
process is working and whether or not the controls were effective. Feedback can
be in the form of briefings, lessons learned, cross-tell reports, benchmarking,
database reports, etc. Without this feedback loop, we lack the benefit of
knowing if the previous forecasts were accurate, contained errors, or were
completely incorrect. Commanders, supervisors and individuals must work with
appropriate risk management process managers, Instructors/Advisors to ensure
effective risk management feedback and cross tell is collected and distributed
to enhance future operations, and activities.
16.39.4. Real-Time Risk
Management Process or ABCD Model.
The 5-Step risk management Process is the
cornerstone of all risk management decisions and lays the framework for
conducting formalized risk assessments normally associated with the
deliberative level of risk management. Although real-time risk management is
also founded on the 5-Step risk management process, streamlining the steps is
essential in situations where risk decisions need to be made quickly and in
Real-Time. The real-time risk management process or ABCD model provides individuals
with an easy to remember mnemonic that walks them through the essential steps
of the RM wheel to: Assess
the situation, Balance
controls, Communicate,
and Decide
and Debrief
the risk management decision: ABCD. This simple and easy
to remember memory jogger provides individuals with a means to evaluate risks
and formulate mitigation strategies in a short time and can be easily applied
in both on- and off-duty situations. Figure 16.6 provides a graphic example of
the relationship between the 5-Step risk management Process and real-time risk
management process using the ABCD model.
16.39.4.1. Assess the
Situation. Assessing risk in a time-critical environment typically
occurs when a planned activity is already underway or when the
complexity or perception of overall risk is low. Effective assessment requires
the key elements of hazard/risk identification and understanding the negative
effects associated with those hazards/risks. Individuals must seriously
consider the activity or action in which they are about to engage and choose
appropriate mitigation strategies to meet the hazards they identify. In
real-time risk management process, a complete assessment of the situation
requires three stages of situational awareness in a relatively short time: (a)
Perception of what is happening; (b) Integration of information and goals; and
(c) Projection into the future. Unlike Deliberate risk management, where there
is ample time to assess potential situations, an individual's ability to
discern the situation and apply available resources quickly and effectively
that can mean the difference between success or
failure. This first step of the real-time risk management process/ABCD model
effectively combines the first two steps of the 5-Step risk management Process.
16.39.4.2. Balance Controls. The second step of the real-time
risk management process/ABCD model is specifically tied to making risk control
decisions (Step 3 of the 5-Step risk management process) to mitigate or
eliminate the risks identified in assessing the hazards of the activity. After
assessing the situation, personnel must consider all available controls
(resources) to facilitate mission or activity success and how to manage them.
Controls/resources can vary in scope and availability from situation to
situation. The better-prepared individuals are prior to an activity, the more
likely they will have more controls/resources available to create multiple
redundancies or blocks' to effectively eliminate or mitigate potential risks in
real-time. As an example, this equates to having a good understanding of the
situation, being properly trained, wearing correct personal protective
equipment, knowing personal limitations, and having a Wingman to support their
effort. Each of these controls/resources serves as a layer of protection and
enhances a decision maker's ability to balance risk versus reward through
proper preparation and understanding of the situation and options. When making
these considerations, Airmen must communicate with their team and leadership to
ensure all options and resources are effectively utilized in making a sound,
yet timely risk decision.
16.39.4.3. Communicate. The
third step of the real-time risk management process/ABCD model is to
communicate. This communication can take various forms such as Real-Time
communication with leadership to discuss problems and/or intentions, internal
team/crew communication to discuss Real-Time hazards and mitigation options, or
an individual internalizing their current situation and taking time to evaluate
if they are heading down the right path. This step assumes individuals and/or
teams carefully consider options and controls available to them in Real-Time
situations, and that they are aware of how perception and communication skills
change in unanticipated and changing environments. Perception and communication
skills are adversely affected as individuals become increasingly stressed and
lose situational awareness. Feeling undo pressure to succeed or to continue
with a plan when anticipated conditions require mid-stream changes can have
similar effects on individuals and/or team members as they try to compensate.
In these high stress situations, communication skills diminish as individuals
channelize attention and lose awareness of the overall situation; they can
experience tunnel vision and be unable to multitask effectively to deal with
the changing circumstances. Understanding this, individuals and teams who are
thrust into these situations can better prepare, anticipate, and identify if
they or others are losing situational awareness and make corrections. This
awareness enables individuals to communicate with teammates and leadership in
Real-Time situations, and allows them to take a step back and reevaluate
options. Asking questions such as: Who needs to know about the situation? Who
can help or assist? Who can provide back-up? or Can
this be done differently? are just a few examples of
the considerations that must be made prior to implementing a mitigation
strategy in real-time. 16.39.4.4. Decide and Debrief:
16.39.4.4.1. The final step of the real-time
risk management process/ABCD model is to make the decision to continue, modify
or abandon the mission/activity based upon Real-Time circumstances and
conditions. Unlike step 4 of the 5-Step risk management process where an
implementation strategy is carefully developed and carried out through
identification of the who, what, when, where and cost associated with the control
prior to an activity, realtime risk management process relies on the individual
or small group taking immediate or near immediate action to mitigate risk(s) in
real-time. This aspect alone can make real-time risk management process
decisions riskier than deliberate risk management decisions. Individuals must
realize this and make every effort to deliberately weigh risk decisions before
taking action to ensure they are selecting the best course of action.
16.39.4.4.2. Sometimes the original plan must
be modified or changed to account for unforeseen issues in order to assure
success. Although minor changes or modifications to a plan or strategy may be
easily implemented, others may require higher authority (if available) to
properly weigh the risk and determine the best course of action. Accountability
under these circumstances rests solely with the individual(s) involved in the
activity and their responsibility is to fully understand the scope and limits
of their Go/No-Go decision and act accordingly. As such, the acceptance of risk
and associated consequences needs to be taken seriously with the understanding
that any adverse outcome from a selected course of action may not only affect
the individual, but greatly impact loved ones, co-workers, and ultimately their
valuable contribution to the Air Force mission. Although the goal for any
mission or activity is to operate safely and achieve success, all Airmen must
consider the possibility of abandoning the mission or activity if the situation
appears too risky or too costly to continue and there are no reasonable options
or strategies to change/alter the circumstances in the time remaining to
conduct the mission/activity.
16.39.4.4.3. As with
the formal 5-Step risk management process, both leadership and personnel
involved in a mission/activity must ensure that the feedback loop or debrief
aspect of the D is performed.
This vital process step ensures individuals follow through and complete the ABCD mnemonic loop by identifying what worked, what did not
work, and ensures documented lessons learned are disseminated. Debriefs will
improve performance, mitigate risks in future activities, and are essential in
completing the ABCD loop. Asking questions such as: Was
our assessment accurate? Were we lucky? How well did we use the
controls/resources? Was the communication effective? and
What can we do to improve the events in the future? are
a few examples of questions that leaders, crews/teams, and individuals can ask
in debriefs to ensure future activities are improved and risks are reduced.
Section 16I
Sexual Assault
16.40. Air Force Policies and
Procedures for Prevention of and Response to Sexual Assault:
16.40.1. Sexual Assault Is a Crime.
The United States Air Force does not tolerate
sexual assault. Sexual assault is criminal conduct that falls well short of the
standards America expects of the men and women in uniform and violates Air
Force Core Values. Inherent in the Air Force Core Values of Integrity First,
Service Before Self and Excellence in All We Do, is
respect: selfrespect, mutual respect, and respect for the Air Force as an
institution.
16.40.2. Sexual Assault.
The following definition of sexual assault
has been directed by the Department of Defense and is for education and
training purposes only. This definition does not affect in any way the
definition of any offense under the Uniform Code of Military Justice.
Commanders are encouraged to consult with their staff judge advocate for
complete understanding of this definition in relation to the Uniform Code of
Military Justice.
Sexual assault is defined as
intentional sexual contact, characterized by the use of force, threats,
intimidation, or abuse of authority or when the victim does not or cannot
consent. As used in this Instruction, the term includes a broad category of
sexual offenses consisting of the following specific Uniform Code of Military
Justice offenses: rape, sexual assault,
aggravated sexual contact, abusive sexual contact, forcible sodomy (forced oral
or anal sex), or attempts to commit these offenses.
Consent is defined as words or
overt acts indicating a freely given agreement to the sexual conduct at issue
by a competent person. An expression of lack of consent through words or
conduct means there is no consent. Lack of verbal or physical resistance or
submission resulting from the accused's use of force, threat of force, or
placing another person in fear does not constitute consent. A current or
previous dating relationship or the manner of dress of the person involved with
the accused in the sexual conduct at issue shall not constitute consent. There
is no consent where the person is sleeping or incapacitated, such as due to
age, alcohol or drugs, or mental incapacity.
16.41. Installation Sexual
Assault Response Coordinator.
The Installation sexual assault response
coordinator is an Air Force civilian employee or Air Force officer reporting to
the installation Commander, who serves as the commander's central point of
contact at installation level or within a geographic area to ensure appropriate
care is coordinated and provided to adult victims of sexual assault,
perpetrated by someone other than the victim s spouse, same sex domestic
partner, and/or unmarried intimate partner, and tracks the services provided to
a victim from the initial report through final disposition and resolution. The
installation sexual assault response coordinator ensures the implementation of
the sexual assault prevention and response program, to include sexual assault
awareness, prevention and response training. Installation sexual assault
response coordinators are trained and credentialed.
16.42. Victim Advocate:
16.42.1. A victim advocate provides
non-clinical crisis intervention, referral, and ongoing non-clinical support to
adult sexual assault victims, perpetrated by someone other than the victim's
spouse, same sex domestic partner, and/or unmarried intimate partner. Support
will include providing information on available options and resources to
victims. The victim advocate, on behalf of the sexual assault victim, provides
liaison assistance with other organizations and agencies on victim care matters
and reports directly to the sexual assault response coordinator when performing
victim advocacy duties. The Air Force has two types of victim advocates: sexual
assault prevention and response victim advocates and Volunteer victim
advocates. Both will be trained and credentialed.
16.42.1.1. The sexual assault prevention and
response victim advocate is a fulltime general service civilian employee
selected and trained by the sexual assault response coordinator, who provides
essential support, liaison services and care to victims.
16.42.1.2. Volunteer victim advocates are
military and Department of Defense civilian employee volunteers selected and
trained by the sexual assault response coordinator, who provide essential
support, liaison services and care to victims. The victim advocate reports
directly to the sexual assault response coordinator while carrying out sexual
assault advocacy responsibilities.
16.43 Reporting Options.
The Air Force is committed to ensuring adult
victims are protected, treated with dignity and respect, and provided support,
advocacy, and care. To achieve these objectives, the Air Force has two
reporting options: Unrestricted and Restricted Reporting. Unrestricted
Reporting of sexual assault allegations activate victim services and
accountability responses, and are essential to eliminating the crime. However,
in some cases Unrestricted Reporting may represent a barrier for victims to
access services, when the victim desires no command or Air Force law
enforcement involvement. Consequently, the Air Force recognizes a fundamental
need to provide a confidential disclosure vehicle via the Restricted Reporting
option. Airmen who make a Restricted Report have access to all victim care
services, but no investigation will be opened and the chain-of-command will not
be notified. Regardless of whether the victim elects restricted or unrestricted
reporting, confidentiality of medical information will be maintained.
16.44. Special Victims' Counsel.
In 2013, the Air Force created the first
program to provide adult and child victims of sexual assault with legal
representation to assist them. Special Victims' Counsel provide legal assistance
services through experienced, licensed, and independent legal counsel from the
reporting process, in the investigation, during the prosecution, and through
the appellate process. Sexual Assault Response
Coordinators, military criminal investigators, trial counsel and victim witness
liaison personnel must inform a sexual assault victim that they have the
opportunity to be represented free of charge. A sexual assault victim may
request Special Victims' Legal Counsel representation
at any time. Special Victims' Counsel deliver
victim-centered advice and advocacy through comprehensive, independent
representation to sexual assault victims worldwide, assist them in obtaining
support and recovery resources, and promote greater confidence in the military justice
process and the United States Air Force.
16.45. Response to an
Allegation of Sexual Assault:
16.45.1. Any military member or civilian
employee, other than those authorized to receive confidential communications or
otherwise exempted by operation of law, regulation, or policy, who receives a
report of a sexual assault incident about a subordinate in the individual's
supervisory chain will report the matter to the sexual assault response
coordinator, Commander, and Air Force Office of Special Investigations. Failure
to comply may result in administrative action or action under the Uniform Code
of Military Justice. Military members or civilian employees who become aware of
a sexual assault incident, not involving a subordinate in the supervisory
chain, are strongly encouraged, but not required to report the incident to the
installation sexual assault response coordinator or encourage the victim to do
so.
16.45.2. Upon notification, the sexual
assault response coordinator will immediately respond or direct a trained and
credentialed victim advocate to respond to the victim. When contacted by the
sexual assault response coordinator and/or victim advocate, a sexual assault
victim may decline any or all sexual assault prevention and response services
or request a different advocate, to include gender specific, if one is
available. Unless assistance is declined, the sexual assault response
coordinator and/or victim advocate will provide the victim accurate information
on the sexual assault response process, including the option of unrestricted or
restricted reporting, as applicable. The sexual assault response coordinator
and/or victim advocate will inform the victim of the availability of healthcare
treatment, including the option of a sexual assault forensic examination, and a
Special Victims Counsel.
16.46. Reporting Option
Eligibility:
16.46.1. The following individuals are
eligible for both the Unrestricted and Restricted Reporting option within the
SAPR Program.
16.46.1.1. Regular Air Force members who were
victims of sexual assault perpetrated by an acquaintance or stranger
(non-intimate partner), victim's spouse, same sex domestic partner, and/or
unmarried intimate partner.
16.46.1.1.1. Military members, who are on
Regular Air Force, but who were victims of sexual assault prior to enlistment
or commissioning, are eligible to receive sexual assault prevention and
response services under either reporting option. Support to an
Regular Air Force service member is available regardless of when or where the
sexual assault took place.
16.46.1.2. Regular Air Force members'
dependents, 18 and older, who are eligible for treatment in the medical
healthcare system, at installations in the continental United States and
outside of the continental United States, by an acquaintance or stranger
(non-intimate partner), victim's spouse, same sex domestic partner, and/or
unmarried intimate partner.
16.46.1.3. Air Force Reserve component
members in Title 10 status who are sexually assaulted when performing active
service and inactive duty training will be eligible to receive full sexual
assault prevention and response support services from a sexual assault response
coordinator and/or volunteer victim advocate.
16.46.1.3.1. If reporting a sexual assault
that occurred prior to or while not performing active service or inactive
training when not in Title 10 status, Air Force Reserve component members will
be eligible to receive limited sexual assault prevention and response support
services from a sexual assault response coordinator and/or victim advocate.
Local laws and regulations apply when the member is in Title 32 status.
16.46.1.4. Air Force civilian employees who
are victims of sexual assault regardless of their duty station location.
16.46.1.4.1. Air Force civilian employees who
are victims of sexual assault are not eligible for non-emergency medical
services or legal services unless the reporting individual is otherwise a
beneficiary.
16.47. Restricted Reports:
16.47.1. The Department of Defense has
directed the implementation of confidentiality in the form of a Restricted
Reporting option. This enables eligible victims to report allegations of sexual
assault to specified personnel, without triggering an investigation. This
reporting option is intended to remove barriers to medical care and support
while giving the victim additional time and increased control over the release
and management of personal information.
16.47.2. The Air Force makes every effort to treat
victims of sexual assault with dignity and respect, to protect their privacy to
the maximum extent of the law, and provide support, advocacy, and care.
16.48. Receiving a Restricted
Report:
16.48.1. Only sexual assault response
coordinators, sexual assault prevention and response victim advocates,
volunteer victim advocates and Healthcare Personnel may receive restricted
reports of sexual assault. While communications with chaplains or other
individuals may be entitled to privileged status under the Military Rules of
Evidence or other statues and regulations, such communications are not
restricted reports. Chaplains and other individuals entitled to privileged
communications are not authorized to accept a report of sexual assault; however
communication related to the incident is protected. Before such communications
can be considered a restricted report, the restricted report must be reported
or forwarded to a sexual assault response coordinator for determination of
eligibility.
16.48.2. If a victim tells Healthcare
Personnel that a sexual assault has occurred, the Healthcare Personnel will
notify the sexual assault response coordinator in cases of acquaintance or
stranger (non-intimate partner) sexual assault. The requirement of AFI 44-102, Community Health Management, to report incidents of sexual
assault to the Air Force Office of Special Investigations or other authorities
as appropriate is expressly waived for restricted reports.
16.48.3. A victim advocate who is contacted
by a victim wishing to make a restricted report but who has not been assigned
by the sexual assault response coordinator to serve as the victim advocate for
that individual will not enter into a discussion of the circumstances but will
immediately refer the victim to the sexual assault response coordinator. The
victim advocate is not required to report the initial contact to command or law
enforcement.
16.49. Notification to Command
of a Restricted Report.
Within 24 hours of receipt of a restricted
report of an alleged acquaintance or stranger (non-intimate partner) sexual
assault, the sexual assault response coordinator will notify the installation
or host wing commander that a restricted report of an alleged sexual assault
has been made and provide only non-identifiable information. Non-identifying
information under the restricted reporting option is intended to provide
commanders with general environmental information about the number and types of
sexual assaults on the installation and is to be used to provide a better
understanding of incidents of sexual assault. Neither commanders nor law
enforcement may initiate investigations based on information about restricted
reports provided by sexual assault response coordinators.
16.50. Unrestricted Reports. Any report of a sexual assault made through normal reporting
channels, including the victim's chain of command, law enforcement, and the Air
Force Office of Special Investigations or other criminal investigative service
is considered an Unrestricted Report. Any report of sexual assault made through
the sexual assault response coordinator, victim advocate,
or Healthcare
Personnel by an individual who elects an Unrestricted Report and designates so
in writing on the Victim Reporting Preference Statement will be forwarded to
the Air Force Office of Special Investigations. The individual to whom the
Unrestricted Report was made will notify the sexual assault response
coordinator in cases of acquaintance or stranger (non-intimate partner) sexual
assault.
16.51. Use of Information:
16.51.1. In cases of an unrestricted report
of a sexual assault or information concerning a sexual assault is otherwise
known, information concerning the victim and the offense will only be provided
to governmental entities or persons with an established official need to know.
Those who are deemed to have an official need to know in the Air Force
routinely include: law enforcement; the commanders and first sergeants of the
victim and the alleged assailant; legal personnel; the sexual assault response
coordinator and victim advocate; and healthcare providers as required to
perform their respective duties. The intent of this restriction is to protect
the privacy of the victim.
16.51.2. Commanders notified of a sexual
assault through an Unrestricted Report must take immediate steps to ensure the
victim's physical safety, emotional security, and medical treatment needs are
met and that the Air Force Office of Special Investigations or appropriate
criminal investigative agency and sexual assault response coordinator are notified
(in cases of spouse, same sex domestic partner, and/or unmarried intimate
partner sexual assaults are referred to Air Force Family Advocacy Program). The
appropriate commanders should determine whether temporary reassignment or
relocation of the victim or alleged assailant is appropriate.
16.51.3. In cases where the victim consults
the sexual assault response coordinator, prior to disclosure to the chain of
command, law enforcement, Air Force Office of Special Investigations, or other
criminal investigative service, and the victim does not elect a reporting
option, the sexual assault response coordinator is not under any
obligation or duty to inform investigators or commanders about the report and
will not produce the report or disclose the communications surrounding the
report.
16.52. Addressing Victim
Collateral Misconduct in Sexual Assault Cases:
16.52.1. An investigation into the facts and
circumstances surrounding an alleged sexual assault may produce evidence that
the victim engaged in misconduct like underage drinking or other related
alcohol offenses, adultery, drug abuse, fraternization, or other violations of
instructions, regulations, or orders. According to the Uniformed Code of
Military Justice, the Manual for Courts-Martial, and Air
Force instructions, commanders are responsible for addressing misconduct in a
manner that is consistent and appropriate to the circumstances.
16.52.2. Commanders have the authority to
determine the appropriate disposition of alleged victim misconduct, to include
deferring disciplinary action until after disposition of the sexual assault
case. When considering what corrective actions may be appropriate, commanders
must balance the objectives of holding members accountable for their own
misconduct with the intent to avoid unnecessary additional trauma to sexual
assault victims and the goal of encouraging reporting of sexual assaults. The
gravity of any collateral misconduct by the victim, and the impact on good
order and discipline, should be carefully considered in deciding what, if any,
corrective action is appropriate. Commanders should consult with the servicing
staff judge advocate prior to taking any action regarding collateral misconduct.
16.53. Prevention and Response
for the Deployed Environment:
16.53.1. The Air Force will identify trained
military sexual assault response coordinators (and/or trained civilian sexual
assault response coordinators who volunteer) for Air Expeditionary Force
rotational support for global contingency operations consistent with requirements
established by the commander of Air Force forces. Normally, each Air
Expeditionary Wing will warrant at least one sexual assault response
coordinator requirement. For deployments smaller than an Air Expeditionary
Force, deployed commanders must provide a sexual assault response capability
consistent with Air Force requirements.
16.53.2. Home station unit commanders must
ensure Air Force members are trained on both annual sexual assault and response
training requirements and pre-deployment prior to any deployment.
16.54. Conclusion.
This chapter discussed some of the aspects of
wing support including the Air Force Portal, military pay and allowances, leave
management, LeaveWeb, military equal opportunity, legal services, ground
safety, risk management, and policies and procedures for prevention of and
response to sexual assault. Supervisors need to ensure their Airmen understand
the value of applying the knowledge outlined in this chapter.
Chapter 17
DRESS AND APPEARANCE
Section 17A
Overview
17.1. Introduction:
17.1.1. Dress and personal appearance
standards immediately identify us as United States Air Force Airmen. These
standards are intended to ensure all Airmen maintain a distinctive, plain,
standardized appearance. Deeply rooted in our Air Force heritage our dress and
personal appearance standards provide visible examples of self-discipline,
commitment and a willingness to set aside individuality for the betterment of
the whole. Wearing the Air Force uniform means carrying on a tradition that
identifies the person as a member of a historical profession, a close-knit
society, quietly assured of his or her competence and professionalism.
17.1.2. The Air Force uniform developed
slowly into what is worn today. During this evolution, the uniform design
changed from one with many devices and accouterments to one with very few
embellishments. The present Air Force uniform with authorized badges, insignia,
and devices is plain yet distinctive, presenting the appearance of a military
professional. Wearing the Air Force uniform means carrying on a tradition one
that identifies the person as a member of a historical profession, a close-knit
society, quietly assured of his or her competence and professionalism. This
chapter identifies the most common uniform items and combinations for enlisted
members. Note: Consult AFI 36-2903, Dress and Personal Appearance of Air Force Personnel, for
official guidance.
Section 17B
Individual Responsibilities
All Air Force members in uniform will adhere
to standards of neatness, cleanliness, safety, uniformity, military image, and
present the appearance of a disciplined service member. Air Force members will
procure and maintain all mandatory clothing items, follow local supplements and
procedures, and keep uniforms neat, clean, pressed, buttoned, and properly
maintained. Members will not stand or walk with hands in pockets of any uniform
combination (other than to insert or remove items). While walking in uniform
use of personal electronic media devices, including ear pieces, speaker phones
or text messaging is limited to emergencies or when official notifications are
necessary. Military customs and courtesies take precedence. (Exception: Earphones
are authorized during individual physical training when wearing the physical
training uniform.) Air Force members will not smoke or use smokeless tobacco
products, drink, or eat while walking in uniform. This also applies when Airmen
are required to wear civilian clothes to perform assigned duties.
17.2. When to Wear the Uniform:
17.2.1. Military Duties.
As a rule, Air Force members must wear a
uniform while performing military duties. Installation commanders will provide
(at no cost) to enlisted members required
organizational and functional items directed for wear. When members perform
duty on other services' installations, they must comply with order of dress for
that service, provided their standards are not less restrictive than the Air
Force.
17.2.2. Traveling.
Wearing a uniform is optional when a member
is departing from a military airfield on Department of Defense aircraft or
United States government commercial contracted flights. Those who choose to
wear civilian clothing will ensure items are neat, clean, and appropriate for
inflight operations, the mode of travel, and the destination. Examples of
inappropriate clothing include: ripped, torn, frayed, or patched clothing; tank
tops, shorts, short skirts, undergarments worn as outer garment, bathing suits,
and any garments which are revealing or display obscene, profane, or lewd words
or drawings. The Airman Battle Uniform (ABU) is acceptable when traveling
between military installations.
17.3. Uniform Wear Restrictions.
Airmen will not wear uniform items that do
not meet Air Force specifications. Additionally, Air Force members may not wear
uniform items to further political activities; for private employment or
commercial interests; while participating in public speeches, interviews,
picket lines, marches or rallies; or at any public demonstration when the
perception may exist that the Air Force sanctions the cause.
17.4. Personal Grooming
Standards:
17.4.1. Hair.
Hair will be clean, well-groomed, neat and present a professional appearance. If dyed, hair
will look natural. Hair will not contain an excessive amount of grooming aids,
touch the eyebrows, or protrude below the front band of properly worn headgear. Exception: Hair may be visible in front of the women's
flight cap.
17.4.1.1. Men. Men
s hair must have a tapered appearance on the sides and back, both with and without
headgear. Hair will not exceed 1 inches in bulk, regardless of length, and will
not exceed inch at the natural termination point. Hairstyles that are extreme,
faddish, or violate safety requirements are not permitted. Men s hair will not
touch the ears; only closely cut or shaved hair on the back of the neck may
touch the collar. The block cut is permitted with tapered appearance. Men are
also authorized cleanly shaven heads, military high-and-tight, or flattop
haircuts. Men will not have any visible items in, or attached to, their hair.
17.4.1.2. Women. Women
must style their hair to present a professional appearance. Hair will not be
worn in an extreme or faddish style, or violate safety requirements. Hair
cannot extend below an invisible line drawn parallel to the ground at the
bottom edge of the shirt collar, regardless of length. Hairstyles may include
wear of conservative hairpins, combs, headbands, elastic bands, scrunchies, and
barrettes. However, the items must match the individual's hair color. Women may
not have shaved heads, military high-and-tight, or flat-top haircuts. Minimum
length is inch, and hair will not exceed 3 inches in bulk. Long hair worn in a
bun will be secured with no loose ends. When hair is in a ponytail, the hair
must be pulled all the way through the elastic band, hang naturally downward,
and not extend below the collar. Bangs and side-swept hair will not touch the
eyebrows.
17.4.1.3. Wigs/Hairpieces/Extensions. Wigs,
hairpieces, and extensions must meet the same standards required for natural
hair. They must be of good quality, fit properly, and not exceed limits stated
for natural hair. Synthetic hair is not authorized when prohibited by safety
and mission. Wigs will not be used to cover unauthorized hairstyles.
17.4.2. Beards, Mustaches,
and Sideburns (Men):
17.4.2.1. Beards are not worn except when
authorized by a commander, on the advice of a medical official, for health
reasons. If authorized by the commander, members must keep facial hair trimmed
not to exceed inch in length. If granted a shaving waiver, members will not
shave any facial hair in a manner as to give a sculptured appearance.
Commanders and supervisors will monitor treatment progress to control shaving
waivers.
17.4.2.2. Mustaches, if worn, will not extend
downward beyond the lip line of the upper lip or extend sideways beyond a
vertical line drawn upward from both corners of the mouth.
17.4.2.3. Sideburns, if worn, will be neatly
trimmed and tapered in the same manner as the haircut. They will be straight and
of even width (not flared) and end in a clean-shaven horizontal line. They will
not extend below the bottom of the orifice of the ear opening.
17.4.3. Cosmetics (Women).
Cosmetics must be conservative and in good
taste and will not be worn in field conditions.
17.4.4. Fingernails.
Fingernails must be clean, well-groomed, not
exceed inch in length past tip of finger, and not interfere with duty
performance or hinder proper fit of prescribed safety equipment or uniform
items.
17.4.5. Nail Polish
(Women).
When worn, nail polish will be a single color
that complements skin tone. Bright red, orange, purple, black, and other
extreme colors are not authorized. Decorations are prohibited, but French
manicures are authorized.
17.5. Tattoos and Brands:
17.5.1. Unauthorized Types.
Tattoos and brands, anywhere on the body,
that are obscene or advocate sexual, racial, ethnic, or religious
discrimination or commonly associated with gangs, extremist, and/or supremacist
organizations, are prohibited in and out of uniform. Tattoos and brands that
are prejudicial to good order and discipline or of a nature that tends to bring
discredit upon the Air Force are prohibited in and out of uniform.
17.5.2. Inappropriate
Types.
Excessive tattoos and brands must not be
exposed or visible (includes being visible through the uniform) while in
uniform. Excessive is defined as any tattoo or brand that exceeds coverage of
the exposed body part and those above the collarbone and readily visible when
wearing an open-collar uniform.
17.5.3. Violations.
Failure to observe the mandatory provisions
listed below are a violation of Article 92, Uniform Code of Military Justice.
Violations for the following types of tattoos and brands are as follows:
17.5.3.1. Unauthorized. Any
member who obtains unauthorized tattoos will be required to remove them at his
or her own expense. Depending on the circumstances, commanders may seek Air
Force medical support for voluntary tattoo removal. Members who fail to remove
unauthorized tattoos in a timely manner will be subject to involuntary
separation.
17.5.3.2. Inappropriate. Members
are not allowed to display excessive tattoos that would detract from an
appropriate professional image while in uniform. Commanders will use AFI
36-2903 to assist in determining appropriate military image and acceptability
of tattoos displayed by members in uniform. Air Force members with existing
tattoos that do not meet standards must keep them completely covered using current
uniform items (for example, long-sleeved shirt or blouse, pants or slacks, dark
hosiery, etc.) or volunteer to remove tattoos. Members who do not comply with
these requirements are subject to disciplinary action.
17.6. Body Piercing.
Body piercing standards are provided below:
Note: In uniform, women are authorized to wear one set of
earrings as described in paragraph 17.15.1.
17.6.1. In Uniform.
Members are prohibited from attaching,
affixing, or displaying objects, articles, jewelry, or ornamentation to or
through the ear, nose, tongue, eyebrows, lips, or any exposed body part
(includes visible through the uniform).
Women may wear one set of earrings.
17.6.2. In Civilian Attire:
17.6.2.1. Official Duty. Members
are prohibited from attaching, affixing, or displaying objects, articles,
jewelry, or ornamentation to or through the ear, nose, tongue, eyebrows, lips,
or any exposed body part (includes being visible through clothing). Women may
wear one set of earrings.
17.6.2.2. Off Duty on a
Military Installation. Members are prohibited from attaching,
affixing, or displaying objects, articles, jewelry, or ornamentation to or
through the ear (males), nose, tongue, eyebrows, lips, or any exposed body part
(includes being visible through clothing).
17.6.3. Imposing More
Restrictive Standards.
Major command commander's may impose more
restrictive standards for tattoos/brands/body markings and body ornaments, on
or off duty, in those locations where Air Force-wide standards may not be adequate
to address cultural sensitivities (e.g., overseas). Additionally, major command
commanders may impose more restrictive standards on those performing highly
visible special mission requirements or special duty positions (for example,
more restrictive standards for permanently assigned recruiters, reserve officer
training corps cadre, Officer Training School cadre, United States Air Force
Academy cadre, military training instructors, military training leaders,
instructors in any training environment, etc.).
Note: According to AFI 36-2903, individuals are prohibited from
intentionally pursuing body alterations or modifications that result in a
visible, physical effect that disfigures, deforms, or otherwise detracts from a
professional military image.
Section 17C
Uniform and Accessory Standards
17.7. Mess Dress Uniform.
The mess dress is an optional uniform for
enlisted personnel. This uniform is worn for social or official functions (for
example, black tie events); a tuxedo or evening gown is the civilian
equivalent. Nametag and headgear are not worn. Enlisted may wear the semiformal
service dress if they do not have a mess dress. Refer to AFI 36-2903 for
semiformal wear instructions. When in mess dress, saluting is not required.
Mess dress items include:
17.7.1. Jacket.
The jacket for men and women is semi-fitted,
single-breasted, having a straight back with three wing and star buttons
positioned diagonally on each side of the coat. Women's jackets have a satin
shawl collar and lapels. Men's jackets have a front link chain closure with
button on each end while women's jackets have no front link chain closure. For
both men and women, sleeves end to inch below the wrist. Men wear 4-inch
chevrons. Women wear 3 or 4-inch chevrons. The jacket and trousers or skirt
must match in shade and material. Accouterments include occupational, duty,
miscellaneous badges, and command insignia. Aeronautical, space, cyber, missile
operations, and chaplain badges are mandatory. Miniature medals will be worn.
17.7.2. Trousers
(Men).
The trousers are high rise with side pockets, ? inch
blue striping, and no cuffs or pleats.
17.7.3. Skirt
(Women).
The skirt is ankle length (no higher than the
ankle, no longer than the bottom of the heel). Furthermore, the skirt has a
one-panel front and a one- or two-panel back, is straight hanging, and has a
seam on the left side split to the top of the knee. Women may also wear an
A-line style without the split.
17.7.4. Shirt/Blouse.
The shirt or blouse is a conventional white
long-sleeved dress type with a turndown collar and French cuffs with pleats.
Women may wear the long-sleeved blouse with barrel cuffs. Wearing a shirt or
blouse with a military crease is prohibited.
17.7.5. Tie.
Men will wear the blue satin bow tie. The
blue satin inverted-V tie tab with self-fastening tails is mandatory for women.
17.7.6. Cuff
Links.
Cuff links are mandatory for men; optional
for women, with the mess dress uniform. They will either be silver, satin
finish or highly polished with the wing and star design; silver, highly
polished with the Air Force symbol; or plain silver, highly polished,
commercial design with dimensions and shape similar to the wing and star cuff
links.
17.7.7. Studs.
Studs are mandatory for men; optional for
women. They can be either pearl centered, silver rimmed, highly polished, satin
finished or plain silver, highly polished, commercial design with dimensions
and shape similar to the pearl centered studs. The finish must match cuff links.
17.7.8. Cummerbund.
Men and women will wear the blue satin
cummerbund, pleated and without design, with the open edge of the pleats facing
upward.
17.7.8.1. Suspenders. Men must wear suspenders. They will be solid
white, blue, or black and will not be visible when wearing the jacket.
17.7.8.2. Shoes. Men will wear low quarters, and women will wear
pumps. See AFI 36-2903 for additional shoe requirements. Boots are not
authorized.
17.7.8.3. Outer garments and Accessories. Men and women may wear the
top coat or all-weather coat, black scarf, black gloves, blue winter cap, and
black earmuffs. Women may carry handbags. Men will wear socks, and women will
wear hose.
17.8. Service Dress Uniform.
This uniform consists of the blue service
coat and trousers/slacks or skirt (women), light blue long- or short-sleeved shirt,
and polyester herringbone twill tie for men or tie tab for women. With arms
hanging naturally, the sleeves of the service coat will end to inch below the
wrist. Ensure the bottom edge of the coat extends 3 to 3 inches below the top
of the thigh.
17.8.1. Mandatory
Accouterments.
Mandatory accouterments to be worn with the
service dress coat are:
17.8.1.1. U.S. Lapel Insignia. The
U.S. lapel insignia is placed halfway up the seam, resting on but not over the
seam. The U.S. letters are parallel with the ground. Enlisted U.S. insignia
have circles around the U.S. and officer U.S. insignias do not.
17.8.1.2. Nametag. The
nametag is metal engraved, brushed satin finish with blue letters; center
metallic nametag on right side between the sleeve seam and the fold of the
lapel. Bottom of nametag is parallel with bottom of ribbons.
17.8.1.3. Ribbons. Center
ribbons resting on but not over the edge of the welt pocket. Wear a maximum of
four devices on each ribbon. Wear all authorized ribbons and devices.
17.8.1.4. Chevrons. Center
the sleeve chevron (4 inch for men; 3 or 4-inch for women) halfway between the
shoulder seam and elbow when the arm is bent at a 90-degree angle.
17.8.1.5. Chaplain,
Aeronautical, Space, Cyberspace, and Missile Operations Badges. Chaplain,
aeronautical, space, cyberspace, and missile operations badges are mandatory.
17.8.2. Accouterments:
17.8.2.1. Badges. Air
Force members are highly encouraged to wear their current occupational badge. Chaplain,
aeronautical, space, cyberspace, and missile operations badges are mandatory;
others are optional. Wear highly polished badges only, midsized or regular; do
not mix sizes. (Note: The oxidized heritage wings are
authorized for wear. Midsized or regular badges may be worn with the medical
badge.) Center the aeronautical, occupational, or miscellaneous badge inch
above the top row of ribbons. Center an additional badge inch above the first
one. Men center the duty or miscellaneous badge 1 inches below the top of the
welt pocket, and/or on the right side centered 1 inches below the nametag.
Center a third badge inch above the nametag. Women wear duty or miscellaneous
badges centered inch above the nametag and centered inch apart. No more than
four badges will be worn at one time.
17.8.2.2. Tie (Men). The
necktie is mandatory. A tie tack or clasp is optional. Authorized tacks/clasps
include the Air Force symbol, grade insignia, or wing and star. If worn, center
between the bottom edge of the knot and bottom tip of the tie.
17.8.2.3. Tie Tab
(Women). Wear of the blue satin inverted-V tie tab is mandatory.
17.9. Service Uniform.
The service uniform consists of the light
blue, long- or short-sleeved shirt/blouse, and trousers/slacks or skirt (women).
17.9.1. Short-Sleeved
Shirt/Blouse.
Sleeves must barely touch, or come within 1
inch of touching the forearm when the arm is bent at a 90-degree angle. The tie
(men) and tie tab (women) are optional unless the short-sleeved shirt is worn
with the service dress uniform. Mandatory accouterments include:
17.9.2. Nametag.
Men will center the blue nametag on, but not
over, the edge of the right pocket. Women will center the blue nametag on the
right side, even with to 1 inches higher or lower than the first exposed button.
17.9.3. Chevrons.
Center the 3 -inch sleeve chevron halfway
between the shoulder seam and bottom edge of sleeve.
17.9.4. Chaplain,
Aeronautical, Space, Cyberspace, and Missile Operations Badges.
Chaplain, Aeronautical, space, cyberspace,
and missile operations badges are mandatory.
17.9.5. Optional
Accouterments.
Optional accouterments include:
17.9.5.1. Ribbons. Men
center ribbons resting on, but not over, the edge of the left pocket between
the left and right edges. Women center ribbons on the left side parallel with
the ground, aligning the bottom of the ribbons with the bottom of the nametag.
Air Force members may wear only authorized awards and devices when wearing
ribbons. Ribbons are optional; however, if any are worn, all ribbons and
devices must be worn. Ribbons must be clean, unfrayed, and not have a visible
protective coating. Wear the ribbon with the highest precedence nearest the
lapel on the top row. Ribbons are not worn on outer garments such as raincoats,
all-weather coats, or lightweight blue jackets. For additional information on
placement and arrangement of ribbons, see AFI 36-2903.
17.9.5.2. Badges. A
maximum of four earned badges may be worn on any blue service uniform. A
maximum of two badges may be worn on the left side of the uniform above
ribbons, or the pocket if ribbons are not worn. Wear only aeronautical,
occupational, and miscellaneous badges in this location. Aeronautical and space
badges are worn above occupational and miscellaneous badges. When more than one
aeronautical badge is worn, the second badge becomes optional. A maximum of two
occupational badges may be worn; the badge representing the current career
field (regardless of level earned) is worn in the top position. Exception: Chaplain and aeronautical badges are always worn
in the top position when wearing two occupational badges. With the exception of
the heritage wings, wear highly polished badges only, midsized or regular size,
and do not mix sizes. Note: The medical badge may
be worn with midsized or regular badges.
17.9.5.3. Men. Chaplain, aeronautical, space,
cyberspace and missile operations badges are mandatory.
Others are optional. Center aeronautical, occupational, miscellaneous, etc.,
badge inch above ribbons or pocket if not wearing ribbons. Center an additional
badge inch above the first one. Center the duty or miscellaneous badge on the
lower portion of the left pocket, between the left and right edges and bottom
of the flap and bottom of the pocket, and on the right pocket between the left
and right edges and bottom of the flap and bottom of the pocket. Exception: The missile badge is worn centered on the left
pocket only.
17.9.5.4. Women. Chaplain,
Aeronautical, Space and Cyberspace badges are mandatory. Others are optional.
Center the aeronautical, occupational, miscellaneous, etc., badge inch above
ribbons, or center badge parallel to the nametag if not wearing ribbons. Center
an additional badge inch above the first one. Center the duty and miscellaneous
badge inch above the nametag. Exception: The
missile badge can be centered 1 inches below bottom of ribbons or on the right
side inch above the nametag.
17.9.5.5. Long-Sleeved
Shirt/Blouse. The collar of the shirt/blouse shows or inch above the
coat collar, with arms hanging naturally and sleeves extended to to inch below
the wrist. The man's shirt has two pleated pockets and convertible cuffs. The
woman's blouse will have a tapered fit. A tapered fit is optional for men.
Military creases are prohibited. Note: The
mandatory and optional accouterments are the same as the shortsleeved
shirt/blouse. Exception: The tie or tab is
mandatory when wearing the long-sleeved shirt/blouse.
17.9.5.6. Tie (Men):
17.9.5.6.1. The polyester or silk herringbone
twill tie is mandatory when wearing the service dress uniform, the semiformal
uniform, and the long-sleeved shirt.
17.9.5.6.2. The tie must not have a design or
sheen and can be 2 or 3 inches wide and may be tapered at the center with a
pointed end. The fabric can be polyester, silk, wool, synthetic, or a blend.
Woven and pre-tied ties are optional.
17.9.5.7. Tie Tab (Women). The
tie tab is a blue inverted-V, constructed of a polyester herringbone, with
selffastening tails. This tie tab is mandatory when wearing the service dress
uniform, the semiformal uniform, and the long-sleeved blouse.
17.9.5.8. Trousers (Men)
and Slacks (Women). The trousers are trim-fitted. The slacks fit
naturally over the hips for women with no bunching at the waist or bagging at
the seat. The bottom front of the trousers/slacks rests on the front of the
shoe or boot with a slight break in the crease. The bottom back of the
trousers/slacks is approximately ? inch longer than the
front. The silver tip of the belt extends beyond the buckle facing the wearer's
left for men and right for women, with no blue fabric showing between the
buckle and belt tip.
17.9.5.9. Skirt (Women). The
skirt hangs naturally over the hips with a slight flare. Skirt length is no
shorter than the top of the kneecap or longer than the bottom of the kneecap.
The silver tip of the belt extends beyond the buckle facing the wearer's right,
with no blue fabric showing between the buckle and belt tip.
17.10. Flight Cap. The flight cap is worn slightly to the wearer's right with the
vertical crease of the cap in line with the center of the forehead, in a
straight line with the nose. The cap is approximately 1 inch from the eyebrows.
When not worn, tuck the cap under the belt (on the wearer's left side for men,
and either side for women) between the first and second belt loops.
Do not fold the cap over the belt.
17.11. Hosiery (Women).
Hosiery must be worn with the skirt. Hosiery
must be a commercial sheer nylon in neutral, dark brown, black, off-black, or
dark blue shades that complement the uniform and the individual's skin tone. Do
not wear patterned hose.
17.12. Footwear:
17.12.1. Low Quarters.
Shoes are black oxford, lace-up style with a
plain rounded toe or plain rounded, capped toe. Low quarters have no design and
are smooth or scotch-grained leather or manmade material with an optional high
gloss or patent finish. The sole will not exceed inch in thickness, and the
heel will not be higher than 1 inch (measured from the inside front of the
heel). The shoe may have a low wedge heel. Plain black socks without design are
worn with low quarters. Note: Women may wear hose.
17.12.2. Pumps (Women).
Pumps are authorized for wear with the blue
service uniform. The pumps will be a plain black commercial design without
ornamentation, made of smooth or scotch-grained leather or man-made material,
high gloss or patent finish. The height of heels should be no higher than 2
inches (measured from inside sole of the shoe to the end of the heel lift).
Faddish styles will not be worn (extreme toes, pointed, squared, or extreme
heel shapes).
17.12.3. Black Combat
Boots.
The black combat boot can be worn with the
service dress and services uniforms when not wearing a skirt, maternity service
dress and/or maternity jumper. Laces will either be tied and tucked in the boot
or tied and wrapped around the boot. No bowtie boot laces. Logos will be the
same color as the boot. Boots must be black, with or without safety toe, plain
rounded toe, or rounded capped toe with or without perforated seam. They may
have a high gloss or patent finish.
17.13. ABUs.
The ABU replaces the temperate and hot
weather battle dress uniform and the desert camouflage uniform. ABUs may be
worn off base for short convenience stops and when eating at restaurants where
people wear comparable civilian attire. Do not wear ABUs off base to eat in
restaurants where most diners wear business attire or when going to
establishments that operate primarily to serve alcohol. The basic ABU
configuration is ABU shirt, trousers, patrol cap, T-shirt, rigger belt, boots,
and socks. The ABU is a wash-and-wear uniform. Starching and hot pressing of
the ABU is prohibited. Light ironing and center creasing of enlisted chevrons
is authorized.
17.13.1. ABU Coat (Shirt).
The long-sleeved ABU shirt sleeves may be
rolled up. If rolled up, the cuffs will remain visible and the sleeve will rest
at, or come within 1 inch of the forearm when the arm is bent at a 90-degree
angle. The ABU shirt may be removed in the immediate work area as determined
appropriate by local leadership.
17.13.1.1. Accouterments:
17.13.1.2. Tapes. Center
the U.S. AIR FORCE tape immediately above the left breast pocket. Center the
nametape (last name only) immediately above the right breast pocket. Cut off or
fold tapes to match pocket width.
17.13.1.3. Chevrons. Center
the chevron (4 inch for men; 3 or 4 inch for women) halfway between the
shoulder seam and elbow when the arm is bent at a 90-degree angle. When sleeves
are rolled up, chevrons do not need to be fully visible, but rank must be
distinguishable.
17.13.1.4. Badges. Chaplain,
aeronautical, space, cyberspace and missile operations badges are mandatory;
all other occupational and qualification badges and patches are optional. No
more than a combined total of three chaplain, aeronautical, space, cyberspace, missile
operations or occupational, or qualification badges and/or graduate patches
will be worn on the wearer's left. If authorized, the Security Forces, Fire
Protection and Office of Special Investigations duty shields, missile and/or
excellence-in competition badge will be worn on the wearer's left pocket of the
ABU. No other items are authorized in this location. The duty shield or badge
will be centered between the bottom of the pocket flap, bottom of the pocket
and left and right edges. Third and/or fourth qualification badges may be worn
on the right pocket or above the nametape (as appropriate).
17.13.1.5. Trousers. Trousers
must be evenly bloused (gathered in and draped loosely) over or tucked into the
top of the combat boots to present a bloused appearance. The belt may extend
past the buckle.
17.13.1.6. Patrol Cap. ABU
patrol caps are authorized headgear for wear with the ABU. Organizational caps
are not authorized. Exception: REDHORSE and Combat
Arms Training and Maintenance (on the range only). Mixing and matching of the
ABU and REDHORSE ABU cap is authorized.
17.13.1.7. T-shirt. ABU
T-shirts are tan desert sand-colored, crew neck. Exception: Squadron commanders may authorize wear of
standardized color morale t-shirts on Friday or during special events.
17.13.1.8. Boots. ABU
sage green boots are authorized for wear with all utility uniforms. Desert tan
boots will not be worn with the ABU unless authorized by the Theater commander
for wear only in theater.
17.13.1.9. Socks. ABU
sock color is sage green when worn with the sage green or tan boots. Plain
white socks may be worn under the sage green socks as long as the white socks
are not visible.
17.14. Physical Training
Uniform and Improved Physical Training Uniform.
Physical Training Uniform/Improved Physical
Training Uniform (short- or long-sleeve) T-shirt will be tucked in when worn
with the shorts or running pants. Physical Training Uniform/Improved Physical
Training Uniform shorts lining may be removed, but do not modify other physical
training items. Short, mid and full length solid black or dark blue form
fitting sportswear (i.e. spandex, lycra or elastic)
may be worn and visible under physical training running shorts. Jacket, when
worn, must be zipped at least halfway. Socks will be white or black, any
length, and may have small conservative trademark logos. Hats and winter caps
(knit) are authorized during personal physical training. Commanders determine
authorized headgear during organized physical training. The uniform items are
authorized for wear with conservative civilian attire during
individual/personal physical training or while off duty. No offensive wording,
graphics or photos are authorized on any item worn with the physical training
gear. Bandanas and other similar headscarves and headgear are not authorized
unless due to medical waiver condition. Athletic style shoes are mandatory. For
additional guidance, refer to AFI 36-2903.
17.15. Accessory Standards:
17.15.1. Jewelry.
Bracelets (no wider than inch) and watches
must be conservative, not present a safety hazard, and be worn around the
wrist. No more than three rings may be worn. Rings are worn only at the base of
the finger. Thumb rings are not authorized. Necklaces may be worn if concealed
under a collar or undershirt. Women are authorized to wear small spherical,
conservative, round diamond, gold, white pearl or silver earrings with any
uniform combination. Earrings must be worn as a matching set and should fit
tightly without extending below the earlobe, except for the connecting band on
clip earrings.
17.15.2. Eyeglasses and
Sunglasses.
Eyeglasses, sunglasses, and wraparound
sunglasses with conservative ornamentation are authorized. Frames may be black
or brown material or gold or silver wire. Brand name glasses may be worn with a
small logo on the frames or lens, which must be of the same color. Sunglasses
must have conservative lenses and frames; faddish styles and mirrored lenses
are prohibited. Sunglasses are not permitted in formation, except when
authorized by a commander or commandant on the advice of a medical official for
medical reasons (for example, Photorefractive Keratectomy or Lasik surgery).
Eyeglasses and sunglasses must not be worn around the neck, or on the top or
back of the head or exposed hanging on the uniform. Eyeglasses and sunglasses
will be worn in the manner for which they were made.
17.15.3. Additional Items:
17.15.3.1. Pencils and pens must be concealed
except when carried in the appropriate compartments of the ABU. Electronic
devices worn on the uniform must be solid black, silver, dark blue, or gray, or
covered in black, silver, dark blue, or gray, and must be conservative. Only
one electronic device at a time may be worn on the uniform belt. While walking
in uniform use of personal electronic media devices, including ear pieces,
speaker phones, and/or text messaging is limited to emergencies or when
official notifications are necessary. Military customs and courtesies take
precedence. Exception: Headphones and
earphones (iPods, Mp3, etc.) are authorized while wearing the physical training
uniform during individual or personal physical training in the fitness center
or on designated running areas unless prohibited by the installation commander.
17.15.3.2. Lanyards for access passes,
badges, and common access cards must be plain, dark blue or black with silver
or plastic small conservative link chains and clear plastic. Green may also be
worn with the ABU. These
attachments must not present a safety issue. Umbrellas must be plain, black,
and carried in the left hand. Attach cases, gym bags, and backpacks are carried
in the left hand, on the left shoulder, or both shoulders (must not interfere
with rendering the proper salute). Olive drab, sage green and ABU pattern are
authorized colors for gym bags. Olive drab, sage green and ABU pattern are
an authorized color for back packs and any authorized color back pack may be
worn/carried with any uniform. A conservative manufacturer's logo is allowed.
17.16. Conclusion.
This chapter covered many common areas of
interest in our Air Force uniforms. The information contained in this chapter
is not the governing directive with regard to uniform wear. Refer to the most
current edition of AFI 36-2903 for specific guidance and authority.
Chapter 18
FIT FORCE
Section 18A
Overview
18.1. Introduction.
This chapter covers the fitness program,
proper nutrition, substance abuse, tobacco use, suicide prevention,
posttraumatic stress disorder, reintegration from deployment, medical care, and
the Wingman concept. Air Force members must be physically fit to support the
Air Force mission. Commanders and supervisors must incorporate fitness into the
Air Force culture to establish an environment for members to maintain physical
fitness and health to meet expeditionary mission requirements and deliver a
fit-and-ready force. The annual fitness assessment provides commanders with a
tool to assist in the determination of overall fitness of their military
personnel.
Section 18B Physical
Fitness and Fitness Components
18.2. Physical Fitness, Optimal
Performance and Mission Readiness.
Adequate physical fitness levels ensure every
Airman can properly support the Air Force mission while performing at optimal
capacity. The goal of the fitness program is to motivate all members to
participate in a year-round physical conditioning program emphasizing total
fitness to include proper aerobic conditioning, muscular fitness training, and
healthy eating. An active lifestyle will increase productivity, optimize
health, and decrease absenteeism while maintaining a higher level of readiness.
18.3. Physical Fitness.
The five major components of fitness are
cardiorespiratory endurance, body composition, muscular strength, muscular
endurance, and flexibility. Warm-up and cool down are also essential components
of a complete physical fitness program.
18.3.1. Cardiorespiratory endurance is the
ability to perform large muscle, dynamic, moderate-to-high intensity exercise
for prolonged periods.
18.3.2. Body composition is the relative
portion of the body comprised of fat and fat-free tissue.
18.3.3. Muscular strength is the maximum
force generated by a specific muscle or muscle group.
18.3.4. Muscular endurance is the ability of
a muscle group to execute repeated contractions over a period of sufficient
time duration to cause muscular fatigue.
18.3.5. Flexibility is the maximum ability to
move a joint freely, without pain, through a range of motion.
18.4. Aerobic Fitness.
A successful cardiorespiratory endurance
exercise program should address modality (type of exercise), volume (frequency
multiplied by duration) and intensity.
18.4.1. Mode.
Select activities that involve a large
proportion of total muscle mass, maximize use of large muscles, (e.g., muscles around the thigh and hip), involve dynamic,
rhythmic muscle contractions, and minimize static (no movement) contraction and
use of small muscles. Examples are running, cycling, swimming, rowing, jogging,
vigorous walking, indoor aerobic exercise machines, and some sports if they are continuous in nature.
18.4.2. Volume (frequency
multiplied by duration).
Accomplish moderately intense aerobic
activity 30 minutes a day, five days a week or vigorously
intense aerobic activity 20 minutes to 25 minutes a day, 3 days a week and muscle fitness exercise (see below), or an equivalent
combination of moderately and vigorously intense aerobic activity. For
additional and more extensive health and fitness benefits, accomplish
moderately intense aerobic activity 300 minutes (5 hours) a week, or accomplish
vigorously intense aerobic activity 150 minutes a week, or an equivalent
combination. Generally, the minimal levels of exercise volume and intensity
above are necessary to maintain health and fitness, while the higher levels are
necessary to improve health and fitness.
18.4.3. Intensity.
Intensity refers to how hard one exercises.
Moderately intense aerobic activity equates to continuous exercise that raises
heart and respiratory rates, initiates sweating (varies with climate), and
permits conversation; vigorously intense aerobic activity elicits higher
physiological responses and permits light or broken conversation. Intensity,
considered the most important variable in training, may be prescribed as a
percentage of maximum velocity, or percentages of physiological variables,
i.e., a percent of maximal volume of oxygen consumed (%VO2 max)
or percent of maximal heart rate (%heart rate max). One formula for determining
exercise intensity by heart rate is presented in Figure 18.1.
Figure 18.1. Heart Rate Formula.
220 - age = maximum
heart rate for Airmen under 40 years of age.
Max heart rate = 208 0.7(age) for Airmen age
40 years and above.
Measure resting heart rate for three to four
days shortly after waking for a 60 second period, while in the same body
position each day. Take an average of the measures.
- Calculate heart rate range. Heart Rate Range = Maximal heart rate
Resting heart rate.
- Calculate minimum, optimal (target), and do-not-exceed (safety)
exercise heart rates:
- Minimum exercise heart rate = (50% Heart Rate Range) + Resting
heart rate.
- Optimal exercise heart rate = (75% Heart Rate Range) + Resting
heart rate.
- Do-not-exceed exercise heart rate = (85% Heart Rate Range) +
Resting heart rate.
For example, a 30 year old Air Force member
with a Resting heart rate of 70 beats a minute calculates Maximal heart rate as
220 30 = 190 beats a minute and heart rate Range as 190 70 = 120. Applying the
equations:
- Minimum exercise heart rate = 50% (120) + 70 = 60 + 70 = 130
beats a minute.
- Optimal exercise heart rate = 75% (120) + 70 = 90 + 70 = 160
beats a minute.
- Do-not-exceed exercise heart rate = 85% (120) + 70 = 102 + 70 =
172 beats/min.
Therefore, this individual should keep
exercise heart rate above 130 beats a minute, but below 172 beats a minute,
targeting 160 beats a minute for at least 20 minutes to 25 minutes 3 days a
week. Unfit individuals should start at the lower end of the heart rate Range.
As fitness level increases, the resting heart rate will decrease, therefore
increase the intensity percentage from low (50%) towards optimal (75%). Also,
base fitness personnel can help fine tune these calculations taking into
account medications, risk of injury, and individual preferences and objectives.
18.5. Muscular Strength and
Endurance Training.
A successful strength and endurance training
program should include the principles of specificity, regularity, recovery,
balance, and variety.
18.5.1. Principle of Specificity.
A strength training program should provide
resistance to specific muscle groups that need to be strengthened. These groups
can be identified by doing a simple assessment of functional movement. The
Airman slowly does workrelated or functional movements he or she wants to
improve upon. An example would be the Airman whose job requires them to bend
over, pick up an object, and place it in an overhead position. This
work-related task has the functional movement of a squat and an overhead press
with a weight. By incorporating these moves into a strength training program,
the Airman can improve strength and, therefore, improve work-related tasks
while reducing injuries by being conditioned in those muscles needed to perform
the work. If the Airman's performance of a task is not adequate, or if he/she
wishes to improve, strength training for the identified muscles will be
beneficial. In this way, he/she ensures maximum carryover value to his/her
warrior tasks.
18.5.2. Principle of Regularity.
Exercise must be done regularly to produce a
training effect. Sporadic exercise may do more harm than good. Airmen can
maintain a moderate level of strength by doing proper strength workouts only
once a week for a short period of time if they have already established a
strong baseline level of muscular fitness. However, three workouts per week are
best for optimal gains. The principle of regularity also applies to the
exercises for individual muscle groups. An Airman can work out three times a
week, but when different muscle groups are exercised at each workout, the
principle of regularity is violated and gains in strength are minimal. Airmen
should strive for exercising the same muscle group a minimum of twice each week.
18.5.3. Principle of Recovery.
Consecutive days of hard resistance training
for the same muscle group can be detrimental. The muscles must be allowed
sufficient recovery time to adapt. Strength training may be done every day only
if the exercised muscle groups are rotated, so the same muscle or muscle group
is not trained (exercised) on consecutive days. There should be at least a
48-hour recovery period between workouts for the same muscle groups. For
example, the legs can be trained with weights on Monday, Wednesday, and Friday
and the upper body muscles on Tuesday, Thursday, and Saturday. Recovery is also
important within a workout. The recovery time between different exercises and
sets depends, in part, on the intensity of the workout. Normally, the recovery
time between sets should be 30-180 seconds.
18.5.4. Principle of Balance.
When developing a strength training program,
remember the importance of including exercises to work all the major muscle
groups in both the upper and lower body. You should not work just the muscle
groups in the upper body, with the idea running will strengthen the legs. Most
muscles are organized into opposing pairs; activating one muscle results in a
pulling motion, while activating the opposing muscle results in the opposite or
pushing movement. When planning a training session, one training technique is
to follow a pushing exercise with a pulling exercise resulting in movement at
the same joints. For example, follow an overhead press with a lateral pull-down
exercise. This technique helps ensure good strength balance between opposing
muscle groups which may, in turn, reduce the risk of injury. Sequence the
program to exercise the larger muscle groups first, then the smaller muscles.
18.5.5. Principle of Variety.
Using different equipment, changing the
exercises, and altering the volume/intensity are good ways to add variety and
they may also produce better results. The Airmen should periodically substitute
different exercises for given muscle groups. For example, Airmen can do squats
with a barbell instead of leg presses on a weight machine. Also, for variety or
due to necessity (for example, when in the field), they can switch to
partner-resisted exercises or another form of resistance training. However,
avoid frequent fundamental changes as Airmen may become frustrated if they do
not have enough time to adapt or to see improvements in strength.
18.6. Flexibility Training:
18.6.1. Flexibility is an important component
of any fitness program. Many activity-related injuries have their root in lack
of flexibility. Think of muscles as rubber bands. When they are cold, they are
rigid and brittle. When warm, they stretch and retract more easily. Conducting
a good warm-up before exercising and a good cool down upon completion will help
prevent injury and reduce muscle soreness.
18.6.2. Regardless of your current fitness
level, you should always begin your exercise sessions with a warm-up and end it
with a cool down. Recommendations are listed in paragraphs 18.8.1 and 18.8.2. below.
18.7. Body Composition.
The two largest contributing factors to
maintaining a positive body composition are exercise and diet.
18.7.1. A combination of exercise and diet is
the best way to lose excessive body fat. Losing 1-2 pounds a week is a
realistic goal best accomplished by reducing caloric intake and increasing
energy expenditure. In other words, eat less and exercise more. Dieting alone
can cause the body to believe the body is being starved. In response, the body
tries to conserve its fat reserves by slowing down its metabolic rate and, as a
result, loses at a slower rate.
18.7.2. Airmen must consume a minimum number
of calories from all the major food groups, with the calories distributed over
all the daily meals including snacks and drinks. This ensures an adequate
consumption of necessary vitamins and minerals. A male, not under medical
supervision, requires a caloric intake of at least 1,500; women require at
least 1,200 calories and Airmen should avoid diets failing to meet these
criteria.
18.7.3. There is no quick and easy way to
improve body composition. Losing fat safely takes time and patience.
18.7.4. Exercise not only burn calories, but
helps the body maintain its useful muscle mass and may help keep the body's
metabolic rate high during dieting. Fat is best utilized during aerobic
exercise. Aerobic exercise, which uses lots of oxygen, is the best type of
activity for burning fat. Aerobic exercise includes jogging, walking, swimming,
bicycling, cross-country skiing, rowing, stair climbing, and jumping rope.
Anaerobic activities, such as sprinting or lifting heavy weights, burn little,
if any, fat.
18.8. Warm-up and Cool Down:
18.8.1. The Warm-up.
Before beginning any vigorous physical
activity, you should prepare your body for exercise. The dynamic warmup
increases the flow of blood to the muscles and tendons, thus helping reduce the
risk of injury and increasing the joint s range of motion and positively
affects the speed of muscular contraction. The following is the recommended
sequence of dynamic warm-up activities for 5-7 minutes before vigorous exercise:
18.8.1.1. Slowly jog in place or walk for 1-2
minutes. This causes a gradual increase in the heart rate, blood pressure,
circulation, and increases the temperature of the active muscles.
18.8.1.2. Slowly rotate joints (for example,
arm circles, knee and ankle rotations) to gradually increase their range of
motion; work each major joint for 5-10 seconds.
18.8.1.3. Slowly mimic the activities to be
performed. For example, lift a lighter weight to warm up before lifting the
heavier one; this helps prepare the neuromuscular pathways. The dynamic warm-up
increases the flow of blood to the muscles and tendons, helping reduce the risk
of injury, increasing the joint's range of motion, and positively affects the
speed of muscular contraction.
18.8.2. Cool Down.
18.8.2.1. Do not stop suddenly after vigorous
exercise, but gradually bring your body back to a resting state by slowly
decreasing the intensity of the activity. After running, for example, you
should walk for 1-2 minutes. Stopping exercise suddenly can cause blood to pool
in the muscles, thereby reducing blood flow to the heart and brain. This may
cause fainting or abnormal heart rhythm and this could lead to serious
complications.
18.8.2.2. Repeat the stretches done in your
warm-up to help ease muscle tension and any immediate feeling of muscle
soreness; be careful not to over-stretch . The muscles
are warm from activity and could be over-stretched to the point of injury.
18.8.2.3. Hold stretches 15-30 seconds or
more during your cool down to improve flexibility.
18.8.2.4. Do not limit flexibility training
to the cool down periods. Stretching is one form of exercise that takes very
little time relative to the benefits gained and may be done easily at home or
work. Repetitive movements at work or having a more sedentary job can increase
tension in specific muscle groups, which would benefit from mild stretching
during the course of the day.
18.9. Unit Physical Fitness
Training Program:
18.9.1. Commander-driven physical fitness
training is the backbone of the Air Force physical fitness program. The program
promotes aerobic and muscular fitness, flexibility, and optimal body
composition of each Airman in the unit. Safety must be an overarching concern
throughout physical training and assessment.
18.9.2. The program will meet the current
ability level of the members while encouraging and challenging members to
progress to a higher fitness level. The 1.5-mile timed run, 2-kilometer walk,
abdominal circumference, push-up, and situp assessments are designed to measure
the effectiveness of the physical training program. However, training should
not be limited to the assessment activities.
18.9.3. The unit fitness program will
incorporate the guidelines established in AFI 36-2905, Fitness
Program, to develop general fitness, prevent boredom, and decrease
repetitive strain injuries. Finally, the program must ensure a safe environment
for training by assessing traffic patterns, use of headphones or other personal
equipment, temperature, availability of water and first aid, and awareness of
emergency procedures. In addition, you should consider individual safety
issues, such as medical limitations and level of ability.
18.10. Physical Fitness
Standard:
18.10.1. The Air Force uses a composite
fitness score based on aerobic fitness, muscular strength/endurance, and body
composition (using abdominal circumference measurements) to determine overall
fitness. Overall fitness is directly related to health risk, including risk of
disease (morbidity) and death (mortality). A composite score of 75 or greater,
in addition to meeting the minimum component scores, represents the minimum
accepted for health, fitness, and readiness levels. Health and readiness
benefits continue to increase as body composition improves and physical
activity and fitness levels increase. Members are encouraged to optimize their
readiness status and posture by improving their overall fitness. Age and
gender-specific fitness score charts are provided in AFI 36-2905, Attachment
10. Note: Meeting the minimum component scores does
not constitute the minimum points required to earn a composite passing score.
Scoring the minimum component values in all components will not generate enough
points to earn a composite score of 75 or greater.
The minimum components are established to
ensure members test adequately in all components and avoid asymmetrical
fitness' (i.e. excelling in some and disregarding others).
18.10.2. Airmen will receive a composite
score on a 0-100 scale based on the following maximum component scores: 60
points for aerobic fitness assessment, 20 points for body composition, 10 points each for the muscular fitness assessment
components, push-ups and sit-ups. Use the following formula to determine the
score: composite score = total component points achieved multiplied by 100 and
divided by total possible points.
18.10.3. Airmen with a medical profile
prohibiting them from performing one or more components of the fitness
assessment will have a composite score calculated on the tested components.
18.10.3.1. Exemptions. Biannually,
members must complete a composite fitness assessment. Exemptions are designed
to categorize members as unable or unavailable to train or test, for reasons
beyond the control of the member or commander, for a limited time period as
outlined in AFI 36-2905.
18.10.3.2. Component
Exemptions. The commander, in consultation with the fitness program
manager, may grant members exemption from aerobic and muscle fitness components
based on medical recommendation according to AFI 36-2905 for a time-limited
period. Other fitness assessment components will still be assessed.
18.10.4. Composite scores represent a
health-based fitness level. As the fitness level increases, Airmen are able to
tolerate extremes in temperature, fatigue, and stress while optimizing
performance in the deployed environment. Refer to Table 18.1 for fitness levels.
18.10.5. Members must have a current fitness
score on file prior to deployment. Member will not be considered exempt in the
deployed location until their current fitness assessment expires. If a member
fails their fitness assessment before deploying and their officer performance
report/enlisted performance report closes out after the deployment starts, the
commander has the discretion to annotate a non-current/failing fitness
assessment within the reporting period on the evaluation. Additionally, the
commander has the discretion to document the evaluation as a referral for a
noncurrent/failing fitness assessment at the evaluation close-out date or
enlisted performance report static close out date in accordance with AFI
36-2406, Officer and Enlisted Evaluation Systems.
18.10.6. Any failures will be annotated in
Air Force fitness management system and will be considered against the
individual. However, if an Airman reaches the 91-day mark after the
unsatisfactory fitness assessment, but before the evaluation closes out, the
unsatisfactory score is no longer current and the commander has the discretion
to annotate a noncurrent/failing fitness assessment within the reporting period
on the evaluation. Additionally, the commander has the discretion to document
the evaluation as a referral for a non-current/failing fitness assessment at
the evaluation close-out date or enlisted performance report static close out
date. For Satisfactory and Excellent scores, deployed Airmen become exempt only
when they reach the first day of the month, seven/thirteen calendar months
following the previous official fitness assessment rating.
Table 18.1. Scoring Chart
|
I T E M |
A |
B |
C |
|
Fitness Levels |
Scores |
Currency of Fitness Testing |
|
|
1 |
Excellent (all 4 components or on a chronic
profile) |
Composite score > 90,
all component minimums met |
Within 12 months |
|
2 |
Excellent (3 or less components and not a
chronic profile) |
Composite score > 90,
all component minimums met |
Within 6 months |
|
3 |
Satisfactory |
Composite score > 75-89.99,
all component minimums met |
Within 6 months |
|
4 |
Unsatisfactory |
Composite score < 75, and/or one or more
component minimums not met |
Within 90 days |
18.11. Physical Fitness
Assessment:
18.11.1. Installations will develop a local
plan, signed by the installation commander, for unit commanders to appoint
physical training leaders to augment the fitness assessment cell for the
purpose of administering fitness assessments. Fitness assessment cell
augmentees will conduct fitness assessments and designated fitness assessment
cell personnel will provide oversight. Fitness assessment cell augmentees will not test members from their own unit. The fitness
assessment cell will conduct the fitness assessments for all Airmen. Where no
fitness assessment cell exists, fitness assessments should be conducted by a
certified physical training leader from another unit; arrangements of this
nature will be determined by local leadership.
18.11.2. The fitness screening questionnaire
will be completed no earlier than 30 calendar days (90 days for Air Reserve
Component, but no later than 7 days prior to the fitness assessment, to provide
time for medical evaluation, when indicated. Failure to complete the fitness
screening questionnaire does not invalidate the fitness assessment.
18.11.3. Medical providers may recommend
temporary medical exemptions for medical conditions preventing an Airman from
safely participating in specific physical conditioning programs or in a
component of the fitness assessment. Assessment for participation in fitness
activities should be made at each visit to prevent the member from having to
return for clearance or exemption at a later date.
18.11.4. Pregnant Airmen will engage in
physical activity to maintain cardiovascular and muscular fitness throughout
the pregnancy and postpartum period according to medical provider
recommendations. Exercise regimens will consist of routines inclusive of
physical training and nutrition counseling. Airmen are exempt from the fitness
assessment during pregnancy and for 180 days after the delivery date.
18.12. Assessment Procedures.
All components of the fitness assessment must
be completed within a 3-hour window on the same day. If extenuating
circumstances occur (for example, rapidly changing or severe weather
conditions, natural disasters, emergencies, safety issues, etc.), then all
components must be completed within 5 duty days. Reserve members must be in a
duty status for fitness assessments. The body composition component is the
first component of the fitness assessment includes measuring height, weight,
and abdominal circumference which must be the first component assessed in the
fitness assessment. The muscular fitness components (push-ups and sit-ups) may
be accomplished before or after the 1.5-mile run or 2-kilometer walk. There is
a minimum 3-minute rest period between components. The assessment components
should be scheduled to allow adequate rest for members on irregular or shift
work hours.
18.12.1. Body Composition
Assessment:
18.12.1.1. Height and
Weight. Height and weight are obtained by fitness assessment cell
members.
18.12.1.2. Abdominal
Circumference. The abdominal circumference measurement is used to
obtain the body composition component score. Fitness assessment cell members,
or trained augmentees, will take the abdominal circumference measurement in a
private room or a partitioned area. See AFI 36-2905 for the abdominal measurement procedures.
18.12.2. Aerobic
Assessment:
The run and walk will be performed on an
approved distance course. Aerobic fitness is measured with a 1.5-mile run,
according to procedures outlined in AFI 36-2905. All
members will complete the 1.5-mile timed run unless medically exempted. Members
medically exempted from the run and cleared for an alternate assessment will,
upon recommendation by the exercise physiologist/fitness program manager,
complete the 2-kilometer walk, according to procedures in AFI 36-2905. Airmen who perform the 2-kilometer walk will not be
allowed to run (that is, at least one foot must be in contact with the ground
at all times) or the fitness assessment will be terminated. The 2-kilometer
walk is the only authorized alternative. Note: The
member does not select the assessment method. The fitness program manager
determines which assessment to use based on the member's profile.
18.12.3. Muscular Fitness
Assessment:
Upper body muscular strength and endurance
are measured with a 1-minute timed push-up assessment; abdominal muscular
strength and endurance is measured with a 1-minute timed sit-up assessment.
18.13. Ongoing Education and a
Supportive Environment:
Physical fitness education will be
incorporated into training programs and unit physical training. Ongoing
commander emphasis and a supportive environment are essential to maintain force
health and fitness.
18.13.1. Information and
Support.
Information can be found at http://www.afpc.af.mil/affitnessprogram/index.asp.
18.13.2. Environment.
The installation environment will be
conducive for all members to maintain a healthy lifestyle, and a communitybased
education and awareness program that addresses optimal nutrition, body
composition, and fitness evident to all members. Programs will be available to
Air Reserve Component personnel.
18.14. Unit Key Players.
The unit physical training program success
depends on many people, including the unit commander, unit fitness program
manager, physical training leader, immediate supervisor, and the individual.
18.14.1. Unit Commander.
The unit commander promotes, supports, and
ensures unit fitness program integrity and provides an environment that is
conducive to healthy lifestyle choices; provides an overall work environment
for a community supportive of optimal nutrition and fitness by providing access
to facilities providing healthy foods and encourages Airmen to participate in
physical fitness during the duty day; and implements and maintains a unit
physical training program according to guidelines in AFI 36-2905.
18.14.2. Unit Fitness
Program Manager.
The unit fitness program manager oversees the
administration of the fitness program for the unit, notifies the unit commander
if members fail to attend scheduled fitness appointments, and provides fitness
metrics and unit status reports to the unit commander monthly.
18.14.3. Physical Training
Leaders:
18.14.3.1. The physical training leader
completes the initial physical training leader course before overseeing and
conducting the unit fitness program and maintains currency by receiving annual
refresher course or upon change of duty station, whichever comes first. Air
Reserve Component physical training leaders at co-located bases will receive
initial and refresher training from Regular Air Force fitness program managers.
If not feasible for Air Reserve Component physical training leaders to receive
in person training, they will complete distance learning training as
coordinated through the Air Force Medical Operations Agency and the supporting
base fitness program manager.
18.13.3.2. Physical training leaders must
complete basic life support and automated external defibrillator training
before attending the physical training leader certification course. They must
maintain currency while serving as physical training leaders.
18.14.4. Individual.
Individuals must maintain individual
year-round physical fitness through self-directed and unit-based fitness
programs and proper nutrition standards according to AFI 36-2905. Individuals
must also meet Air Force fitness minimum standards and attend all required
fitness program appointments.
Section 18C
Nutrition
18.15. Nutrition.
Overweight and obesity in the United States
has been declared a threat to National Security. Nearly 27% of 17 to 24 year
olds are too overweight to serve in the military. The Department of Defense is
not immune as 48% of Airmen are assessed as overweight and 14% obese. Imbalance
of calorie intake and physical activity are the primary causes for unintended
weight gain and an increase potential health risk. Airmen are responsible to be
mission ready at all times and must recognize that food is the fuel that
supports our performance and ability to complete the mission. To understand how
nutrition affects the body, Airmen must understand the following basic
concepts: calories, the functions of nutrients, and how to customize nutrient
intake to support performance.
18.15.1. Nutrition Basics: MyPlate. The United States
Department of Agriculture's MyPlate food guidance system (Figure 18.2) provides
practical information to help individuals build healthier diets. MyPlate
emphasizes fruits, vegetables, grains, protein foods, and dairy groups in
appropriate portions. The United States Department of Agriculture s website, www.choosemyplate.gov has user-friendly tools and resources on topics such as weight
management and calories, physical activity, tracking your diet and healthy
eating tips.
18.15.2. Calorie
Intake.
18.15.2.1. The Dietary Guidelines for
Americans summarizes and synthesizes knowledge about individual nutrients and
food into a set of recommendations for
healthy eating. The
2015 version provides recommendations under 5 main messages; (1) Follow a healthy eating
pattern across the
lifespan; (2) Focus on variety, nutrient density, and amount; (3) Limit
calories from added sugars and saturated fats and reduce sodium intake; (4)
Shift to healthier food and beverage choices; (5) Support healthy eating
patterns for all. 18.15.2.2. Maintaining a healthy weight is key to Airmen
s' health and readiness. The Air Force recognizes abdominal circumference as
one of the most specific indicators of disease risk in adults because abdominal
fat is a predictor of obesity-related diseases. In addition to meeting military
appearance standards, overweight and obese Airmen have increased risk of high
blood pressure, high blood cholesterol, heart disease, stroke, Type 2 diabetes,
arthritis, breathing problems and certain types of cancer. Gradual improvements
in diet, physical activity and lifestyle are easier to incorporate and more
likely to be maintained. This can be achieved by following the key dietary
guideline recommendations to consume a healthy eating pattern that accounts for
all foods and beverages within an appropriate calorie level. A healthy eating
pattern includes: a variety of vegetables from all the subgroups- dark green,
red and orange, legumes (beans and peas), starchy, and other; fruits,
especially whole fruits; grains, at least half of which are whole grains;
fat-free or low-fat dairy, including milk, yogurt, cheese, and/or fortified soy
beverages; a variety of protein foods, including seafood, lean meats and
poultry, eggs, legumes (beans and peas), and nuts, seeds and soy products;
oils.
18.15.2.3. Maintaining a healthy energy
balance is important. Calories from foods and beverages need to be balanced
with calories burned through metabolism and physical activity to meet weight
goals less calories to lose weight, balanced calories to maintain weight and
more calories to gain weight. If weight loss is desired, creating a calorie
deficit of 500-1000 calories a day through diet and/or exercise should lead to
a healthy weight loss of 1 to 2 pounds per week. The Supertracker in www.choosemyplate.gov can provide individuals with healthy calorie recommendations and
assist in tracking food intake and physical activity.
18.15.2.4. Macronutrients.
Macronutrients make up the bulk of the diet
and supply energy as well as many essential nutrients. Carbohydrates and
protein provide 4 calories per gram and fats provide 9 calories per gram.
18.15.2.4.1. Carbohydrates.
18.15.2.4.1.1. Carbohydrates are the primary
fuel source your body uses during exercise. An appropriate amount of
carbohydrates is important to maintain glycogen stores for energy reserve.
Carbohydrates increase blood glucose levels and supply energy. Simple carbohydrates
increase blood glucose levels rapidly while complex carbohydrates increase
blood glucose levels slowly over a longer time. Simple carbohydrates are often
found in packaged or processed foods, examples are; table sugar, brown sugar,
corn syrup, honey, fruit drinks, soft drinks and candy. Added sugars are simple
sugars added to foods or beverages when they are processed or prepared and
should account for less than 10% of calories per day. Complex carbohydrates can
be found in fruits, breads, cereals, grains, milk and starchy vegetables
(potatoes, corn, peas, and squash). Healthy carbohydrates contain fiber and
whole grains and limited added sugars. The recommended serving size is about
the size of the palm of your hand and contains approximately 15 grams of
carbohydrate; sizes differ with sweets and vegetables. The general
recommendation for carbohydrate intake is 45-65% of total calories.
18.15.2.4.1.2. Fiber is classified as soluble
or insoluble. Soluble fiber attracts water and turns to gel during digestion.
Therefore, soluble fiber lowers low-density lipoprotein/bad cholesterol and
prolongs stomach emptying time so sugar is released and absorbed more slowly.
Additionally, fiber can be found in oatmeal, oat bran, nuts and seeds, dry
beans and peas, and most fruits. Insoluble fiber adds bulk to the stool and
helps food pass more quickly through the stomach and intestines. Finally, fiber
can be found in whole wheat bread, barley, brown rice, seeds, and in most
vegetables and fruits. The average American consumes 12-15 grams per day,
whereas the recommended total fiber intake is 20-35 grams per day.
18.15.2.4.2. Protein.
Proteins are used by our bodies for tissue
maintenance, replacement, function and growth of our muscles. If our body is
not getting enough calories from dietary sources or tissue stores, protein may
be used for energy. The general recommendation for protein intake is 10-35% of
total calories or 0.8 to 1.2 grams/kilograms body weight to meet daily needs.
Protein can be found in meats, poultry, fish, legumes, tofu, eggs, nuts and
seeds, milk and milk products, and grains. Individuals should focus on lean
meats and low fat milk products to reduce saturated fats. The recommended
serving size of meat is the size of a deck of cards and contains about 21 grams
of protein. One 8 ounce glass of milk contains 8 grams of protein.
18.15.2.4. Fats.
18.15.2.4.1. Fats are
a major energy source and help our bodies maintain temperature and protect
organs from trauma. Balanced fat intake is essential to maintain energy
reserve. Fats can be found in oils, high fat cuts of meat, baked sweets,
whole-fat milk and cream, butter, cheeses, nuts and seeds, avocados, and fish.
The general recommendation for fats is 20-35% of total calories. The
differences between the four categories of fats are important to understand;
saturated fats, trans fats, polyunsaturated fats, and
monounsaturated fats.
18.15.2.4.2. Diets
higher in saturated fats have been linked to coronary heart disease. Saturated
fats should make up less than 10% of your daily calories, foods that contain
more saturated fats are usually solid at room temperate and can be found in
high-fat cheeses, high-fat cuts of meat, whole-fat milk and cream, butter, ice
cream, and palm and coconut oils.
18.15.2.4.3. Trans
fats have also been linked to coronary heart disease and intake of these fats
should be kept as low as possible. They can be found in small amounts in the
fatty parts of meat and milk products and in foods that contain partially
hydrogenated oils. Trans fats can be made from
vegetable oils through a process called hydrogenation and are found in foods
such as frozen pizzas, frozen pies, cookies, and margarine, spreads and other
processed foods.
18.15.2.4.4. Eating
more unsaturated fan can reduce your risk for heart disease and improve
high-density lipoprotein/good cholesterol levels. Unsaturated
fats are typically liquid at room temperature and include monounsaturated and
polyunsaturated fats. Unsaturated fats typically come from plant sources such
as canola oil, olive oil, nuts, seeds, flaxseed, and avocado but is also
present in fish such as trout, herring, and salmon.
18.15.2.5. Sodium.
Americans consume about 3,400 milligrams of
sodium every day, mostly in the form of salt found in processed foods- canned
foods, soups, cheese, bread, prepared mixes and deli meats. The Dietary
Guidelines for Americans recommends that adults limit their sodium intake to
2,300 mg per day-about the amount in one teaspoon of table salt. Certain
at-risk groups including adults over the age of 51, African Americans, and
people who have high blood pressure, diabetes, or kidney disease should limit
their sodium intake to about 1,500 milligrams per day. High sodium intake
raises blood pressure which is a major risk factor for the nation's leading
cause of death heart disease. The best way to ensure a low sodium diet is to
eat whole foods such as fresh or frozen fruits and vegetables; lean,
unprocessed poultry and fish; unsalted nuts; whole grains; and low-fat dairy
products such as skim milk or yogurt.
18.15.2.6. Fluid.
Water is essential for life, in fact the body
is made up of over 60% water. Water has no calories and is needed to transport
nutrients throughout your body via blood plasma, while also assisting many of
your body's other functions, including waste elimination. Depending on age,
sex, race, and body composition water needs differ. The exact percentage is
different for males and females and from one person to another with a range of
45-75%. Taking these factors into account, daily water balance for each
individual also depends on the total difference between water gain and water
loss. Water gains occur from consumption of liquids, foods, and the body's
natural production of water. Water losses occur from the following sources:
sweat, respiration, gastrointestinal, and renal. The body is in constant demand
for water and this demand increases when you exercise, when you are ill, and in
environmental conditions, such as humidity and altitude. For a generally
healthy individual, the Dietary Reference Intakes, recommend a total daily
water consumption (combination of drinking water, beverages, and food) for
women, 19-70 years of age, as 2.7 liters per day and for men, 19-70 years of
age, as 3.7 liters per day.
18.15.2.7. Caffeine.
Caffeine is a stimulant present in a variety
of products including coffee, tea, colas, energy drinks, dietary supplements,
over-the-counter medications, and some foods. According to the Human
Performance Resource Center, daily caffeine intake up to 400 mg has been found
safe for healthy adults and non-pregnant/non-lactating women. Caffeine used in
moderation with a dose of up to 200 mg has been shown to improve cognitive
performance in individuals. A cup of coffee typically has 100 mg of caffeine.
Be aware that taking large doses of caffeine, roughly 400 500 mg, at one time
can result in a serious condition known as caffeine intoxication. Symptoms of
caffeine intoxication can include nausea, vomiting, agitation, nervousness, or
headache. Excessive caffeine intake can be life-threatening and could
potentially cause electrolyte imbalance or high levels of acid in the blood
which could cause seizures.
18.15.2.8. Energy Drinks versus Sport Drinks.
Energy drinks and sports drinks are both
marketed by manufacturers to improve performance. Evidence as to the effect of
energy drinks on athletic performance is inconsistent. Be aware, case studies
have reported seizures after heavy consumption of energy drinks. Energy drinks
usually carry a warning due to the use of stimulants such as caffeine, green
tea extract, guarana seed extract, yerba mate, acacia rigidula, taurine,
ginseng or other proprietary energy boost blends. Proprietary blends can
contain novel, untested ingredients, along with botanicals, amino acids,
proteins, peptides, or extracts. Additionally, vitamins and minerals (e.g.
B-vitamins and magnesium) may be added, leading to excessive intakes. Energy
drinks are not meant to hydrate. Sports drinks, or carbohydrateelectrolyte
beverages, are designed to hydrate and do not contain caffeine unless otherwise
stated. Sports drinks generally contain a mixture of carbohydrates (14 to 19
grams per 8-ounce serving), sodium (115-175 mg per 8ounce serving), and
potassium (20-98 milligrams per 8-ounce serving) which has been shown to
improve exercise performance. If eight liters of sweat are lost per day or
higher intensity exercise lasts greater than 60 minutes, a
carbohydrate-electrolyte beverage may be needed. In conclusion, the safest
solution is to avoid energy supplements and learn more about electrolytes and
carbohydrate fueling strategies to decide which sport drink (not energy drink)
is the best choice for you.
18.15.2.9. Alcohol.
Excessive drinking can be harmful to your
health and may increase the risk for high blood pressure, liver cirrhosis and
several forms of cancer. The Dietary Guidelines for Americans advise limiting
alcohol to one drink per day for women and two drinks per day for men. The
serving size for beer is 12 ounces, wine is 5 ounces and 80 proof distilled
spirits is 1.5 ounces. The average serving of alcohol generally has about 150
calories. Additionally, alcohol has 7 calories per gram and can be a
significant contributor caloric consumption in the diet. Alcohol may lead to
excess weight gain, increased risk for chronic diseases, osteoporosis, stress
injuries, and impaired short and long term cognitive function.
18.15.3. Performance
Nutrition Basics.
Nutrition plays an important role in
maintaining health and performance, particularly exercise. This next section
builds upon the basic nutrition principles and focuses on fueling strategies
that will help enhance and optimize physical performance. The basics of
performance nutrition focus on fluid hydration and timing of fueling strategies
(before, during, and after exercise).
18.15.3.1. Fluid Requirements with Exercise.
Exercise substantially increases fluid loss,
placing greater demands on fluid replacement; so that proper hydration before,
during, and after intense workouts is critical. Decrements in performance
starts to occur with fluid losses of 2% of body weight degrades both cognitive
and mental performance. One liter of water is equivalent to 1 kilogram (2.2
pounds) of body weight. An example would be a 150 pound individual losing 3
pounds of body weight through sweat losses which would equate to 1.36 liters of
fluid. During exercise, sweat rate losses can vary from 0.3-2.4 liters. Fluid
losses are dependent on exercise intensity, genetic predisposition, fitness
status, acclimation of heat, altitude, clothing, and other environmental
conditions. Dehydration occurs with fluid losses of greater than 2% of body
weight and increases risk for heat illness, exhaustion and stroke. In general,
for activities less than 60 minutes, water is the best beverage for hydration.
If you are doing more than 60 minutes of continuous exercise, then you may
benefit from a sports drink to replace electrolytes and carbohydrates. Also
know that a while dehydration can affect performance and be life threatening,
the same can occur on the opposite end of the spectrum with excess fluid
consumption. Excess fluid can lead to over-hydration resulting in symptoms such
as chills, vomiting, dizziness, disorientation, altered mental status, fatigue,
headache, and even death. According to the United States Army Research
Institute of Environmental Medicine, regardless of how hot it is or how hard
you are working, you should limit fluids to no more than 6 cups an hour and 48
cups a day. The key with fluid intake is to aim to replace losses and monitor
signs and symptoms of under/over hydration. Determine how much water is lost by
taking a weight measurement (without clothes/gear) before and after a hard
training workout. Drink 16 ounces of fluid for every pound of weight lost.
18.15.3.2. Pre-, During, and Post-event Eating Strategies.
Following appropriate eating strategies based
on event timing and exercise intensity can help improve performance. Avoid
drastic changes in diet before a fitness test or mission; try out new foods and
strategies during training times.
18.15.3.2.1. Pre-exercise: The
purpose of a pre-exercise beverage, snack or meal is to provide enough fluid to
maintain hydration and enough carbohydrates to maintain proper blood sugar
levels during activity. A pre-exercise meal (includes some carbs, protein and
low or moderate fat) should be consumed 3 to 4 hours before starting the
activity. This allows time for the body to digest the food. A small amount of
protein before exercise may reduce muscle soreness later. Pre-exercise
snacks/beverages should be consumed 30 to 60 minutes before an activity. The
snacks and beverages consumed one hour before should contain mainly
carbohydrates since they are digested quickly and turned to energy-giving
glucose. Snack examples are bananas or other fruits (grapes, applesauce, and
peaches), graham crackers, pretzels, or low fiber dry cereal. Avoid foods with
fat and fiber in a pre-exercise snack to minimize possibility of an upset
stomach.
18.15.3.2.2. During Exercise: During
exercise duration of less than 45 minutes, carbohydrate consumption is not
warranted. In sustained high intensity exercise with a duration of 45-75
minutes, small amounts of carbohydrates during activity (sports drinks and
products) may enhance performance, but does not provide a source of fuel.
During endurance exercise of 1-2.5 hours in length, carbohydrate intake
provides a source of fuel. The recommended intake of carbohydrates for events
1-2.5 hours in length is 30-60 grams per hour. In ultra-endurance events,
greater than 2.5-3 hours in length, carbohydrate intakes of up to 90 grams per
hour can improve performance.
18.15.3.2.3. Post-exercise/Recovery: If
exercising at a low or moderate intensity for less than a half hour a post
workout beverage or snack is not necessary. However, if the exercise routine is
rigorous and lasts for more than 45 minutes, a snack or light meal will help in
recovery. This recovery meal helps replenish the carbohydrates burned during
exercise and converts them into a storage form (glycogen) for later use. Adding
protein to the meal or snack helps rebuild muscle tears that occur during
exercise. Following exhaustive exercise a minimum of 24 hours is required to
replace the glycogen stores lost in training. Timing and the ratio of
carbohydrate to protein are also important factors to consider. The critical
window of refueling is within 45 minutes of finishing your exercise. High
glycemic foods are the most effective for restoring glycogen. An optimal
composition of a post recovery beverage or snack is a 4:1 carbohydrate to
protein ratio. This means that for every 4 grams of carbohydrates there should
be 1 gram of protein. A great example is the recovery beverage chocolate milk.
A regular 8 ounce glass of chocolate milk contains about 29 grams of
carbohydrates and 8 grams of protein, a 3.6:1 carbohydrate/protein ratio. In
contrast, a regular 8 ounce glass of milk contains 12 grams of carbohydrates
and 8 grams of protein, a 1.5:1 carbohydrate/protein ratio. Other examples of
simple post-workout snacks include low fat yogurt, trail mix (cereal, nuts and
dried fruit) and water, or string cheese and a fruit bar with water. Hydration
repletion should also be a priority. Recovery fluids should include sodium and
potassium. Examples of these types of fluids are: water, juices, sports
beverages, coffee, tea, soups, and water containing foods such as fruits and
vegetables.
18.15.3.3. Supplements.
18.15.3.3.1. The use of dietary supplements
continues to be popular among members of the military. The term dietary
supplement includes many products, such as vitamins, minerals, herbs,
botanicals, amino acids, or other substances, and are sold as pills, powders,
bars, packs, gels, drinks, or shakes. The Food and Drug Administration does not
test products before they are sold in stores or via the internet; this lack of
oversight means there is no guarantee that what you purchase is what you get.
Knowing the red flags' when choosing a dietary supplement is important. First,
be aware that the most popular types of supplements- bodybuilding, performance
enhancement, sexual enhancement, and weight loss products, are the ones most
likely to be tainted with prescription drugs, heavy metals, or other undeclared
ingredients. Second, avoid products that have ingredients listed as blends,
proprietary blends, or delivery systems' on the label. These blends do not
specify the amount of each ingredient in the blend and increase the risk of
overdosing on ingredients such as creatine or caffeine. Third, be wary of
products that promise a quick fix or amazing results that seem too good to be
true. Fortunately, there are third party verification/certification companies
that will test the purity and/or quality of the product, so look for those
types of labels on your products (Figure 18.3). Remember, climate and stress
may alter the effects of dietary supplements, especially in a deployed
environment which can increase the risk of having a bad reaction to a product.
Figure 18.3. Purity/Quality 18.15.3.3.2.
The Department of Defense has created a resource called the
Labels
for Products Operation Supplement Safety
campaign, which is designed to educate the military community about dietary
supplements and how to choose supplements wisely. Convenient, reliable, and
science-based information can be found at http://hprc-online.org/opss. Airmen on flying status must consult with their flight
surgeon; however, all Airmen are encouraged to discuss dietary supplement use
with their healthcare provider or base nutrition professional in order to avoid
any drug-supplement interactions for safety reasons.
Section 18D
Substance Use/Misuse
18.16. Alcohol and Drug Abuse
Prevention and Treatment and Drug Demand Reduction Programs:
18.16.1. Alcohol and Drug Abuse Prevention
and Treatment and Drug Demand Reduction programs include substance use/misuse
prevention, education, treatment, and urinalysis testing. Substance use/misuse
prevention and treatment policies and programs are thoroughly integrated into
every facet of Air Force core values, quality of life, and force management.
These policies have been in place for over two decades and have evolved to meet
changing conditions within the Air Force. Our members are held to the highest
standards of discipline and behavior, both on and off duty. Individuals who
experience problems related to substance use/misuse will receive counseling and
treatment as needed; however, all Air Force members are held accountable for
unacceptable behavior.
18.16.2. The Alcohol and Drug Abuse
Prevention and Treatment Program objectives are to promote readiness, health,
and wellness through the prevention and treatment of substance misuse and
abuse; minimize the negative consequences of substance misuse and abuse to the
individual, family, and organization; provide comprehensive education and
treatment to individuals who experience problems attributed to substance misuse
or abuse, to restore function and return identified substance abusers to
unrestricted duty status or assist them in their transition to civilian life.
18.17. Policy on Drug Abuse:
18.17.1. Department of Defense policy is to
prevent and eliminate drug and alcohol abuse and dependence from the Department
of Defense. Such abuse and dependence are incompatible with readiness, the
maintenance of high standards of performance, and military discipline. Drug
abuse is defined as the illegal, wrongful, or improper use, possession, sale,
transfer, or introduction onto a military installation of any drug defined in
AFI 90-507, Military Drug Demand Reduction Program.
Wrongful means without legal justification or excuse.
18.17.2. Studies have shown that products
made with hemp seed and hemp seed oil may contain varying levels of
tetrahydrocannabinol, an active ingredient of marijuana which is detectable
under the Air Force Drug Testing Program. To ensure military readiness, the
ingestion of products containing or products derived from hemp seed or hemp
seed oil is prohibited. Failure by military personnel to comply with the
prohibition on the ingestion of products containing or products derived from
hemp seed or hemp seed oil is a violation of Article 92, Uniform Code of
Military Justice.
18.17.3. To ensure military readiness,
safeguard the health and wellness of the force, and to maintain good order and
discipline in the Service, the knowing use of any intoxicating substance, other
than the lawful use of alcohol or nicotine products, that is inhaled, injected,
consumed, or introduced into the body in any manner to alter mood or function,
is prohibited. These substances include, but are not limited to, controlled
substance analogues (for example, designer drugs such as spice that are not
otherwise controlled substances); inhalants, propellants, solvents, household
chemicals, and other substances used for huffing; prescription or
over-the-counter medications when used in a manner contrary to their intended
medical purpose or in excess of the prescribed dosage; and naturally occurring
intoxicating substances (for example, Salvia divinorum). The possession of any
intoxicating substance described in this paragraph, if done with the intent to
use in a manner that would alter mood or function, is prohibited. Failure by
military personnel to comply with the prohibitions contained in this paragraph
is a violation of Article 92, Uniform Code of Military Justice.
18.17.4. All patients diagnosed with a
substance use disorder and entered into the Alcohol and Drug Abuse Prevention
and Treatment Program will be recommended for limited duty, indicating the
patient is not worldwide qualified.
18.18. Policy on Alcohol Abuse.
Air Force policy recognizes that alcohol
abuse negatively affects public behavior, duty performance, and/or physical and
mental health. The Air Force provides comprehensive clinical assistance to
eligible beneficiaries seeking help for an alcohol problem.
18.18.1. Alcohol and Drug
Abuse Prevention and Treatment Program.
AFI 44-121, Alcohol and
Drug Abuse Prevention and Treatment (ADAPT) Program provides guidance
for the identification, treatment, and management of personnel with substance
use problems and describes Air Force policy regarding alcohol and drug abuse.
18.18.2. Drunk Driving.
AFMAN 31-116, Air Force
Motor Vehicle Traffic Supervision, applies to
everyone with military installation driving privileges. AFMAN 31-116
establishes guidance on court hearing procedures, convictions, non-judicial
punishment, civilian administrative action, or appropriate punishment for
violation of impaired and intoxicated driving policies. If a member has a blood
alcohol percentage of 0.05 but less than 0.10, the person is presumed to be
impaired. Intoxicated driving is operating a motor vehicle under intoxication
caused by alcohol or drugs. There is a 1-year driving privilege suspension for
driving or being in physical control of a motor vehicle while under the
influence of intoxicating liquor 0.10 percent or greater. Note: In
the United States, if a state uses a more stringent standard (for example, 0.08
instead of 0.10), Air Force units will use the lower standard. Overseas, the
limit is 0.10 unless the Secretary of Defense sets a lower limit.
18.19. Identification and
Referral:
18.19.1. Recognizing and
Referring Personnel for Substance Use and Abuse:
18.19.1.1. Each person is responsible for
exercising good judgment in the use of alcohol when not otherwise restricted by
public law or military directive. The Air Force reviews members' drinking
habits that affect public behavior, duty performance, or physical and mental
health. The Air Force provides non-punitive assistance to members seeking help
for an alcohol problem. In assessing potential drug- and alcohol-related
problems, the supervisory role is to identify subordinates with problems early
and to motivate them to seek and accept help.
18.19.1.2. As depicted in Figure 18.4, many
signs and symptoms of substance use/misuse exist. However, the presence of
these signs, though common indicators of substance use/misuse, does not always
substantiate a substance use problem. To note all the behavioral symptoms that may
suggest substance use/abuse or precisely define their sequence and severity is
impossible. They are exactly as stated signs and symptoms. Do not use these
signs to make a conclusive substance use diagnosis. This responsibility lies
with the Alcohol and Drug Abuse Prevention and Treatment Program personnel. If
any of these signs are present, it may suggest a potential problem exists for
the member. Talk with the member and explain why you are concerned. Fear of
discussing concerns is normal, but discussing the concern is important to
address the concern early before the problem gets out of control. Document and
discuss specific instances of unusual behavior with the supervisor, first
sergeant, or unit commander. This will help expedite the care a subordinate may
need. When additional professional assistance is needed, do not hesitate to
document and then refer troubled subordinates to the Alcohol and Drug Abuse
Prevention and Treatment Program. Note: Help
must be offered to every individual. Any time a person acknowledges a substance
use problem, notify the supervisor, first sergeant, or unit commander.
Figure 18.4. Signs and Symptoms
of Substance Use/Misuse.
|
Arrests or legal problems Concerns expressed by family, friends Denial or dishonesty about use Deteriorating duty performance Dramatic mood swings |
Failed attempts to stop or cut down Financial irresponsibility Frequent errors in judgment Health problems related to drinking Increased use of alcohol |
Memory loss Morning drinking and hangovers Suicidal thoughts or behaviors Unexplained or frequent absences Violent behavior |
18.19.2. Identifying
Individuals with Substance use Disorders or Misuse.
For the Air Force to have an effective
substance use prevention and treatment program, there must be a means of
identifying service members experiencing problems with substance use. Although
commanders play a major role in identifying substance abusers, members should
be aware of how commanders must proceed in various circumstances. Due to the
nature of the position noncommissioned officers hold within the unit, they also
play an important part in the identification process. There are basically five
identification methods:
18.19.2.1. Medical Care
Referrals. Medical personnel must notify the unit commander and the Alcohol
and Drug Abuse Prevention and Treatment program manager when a member:
18.19.2.1.1. Is observed, identified, or
suspected to be under the influence of drugs or alcohol while seeking medical
care.
18.19.2.1.2. Receives treatment for an injury
or illness that may be the result of substance use/misuse.
18.19.2.1.3. Is suspected of abusing
substances.
18.19.2.1.4. Is admitted as a patient for
alcohol or drug detoxification.
18.19.2.2. Commander s
Identification. Unit commanders will refer all service members for
assessment when substance use or misuse is suspected to be a contributing
factor in any misconduct; for example, driving under the influence, public
intoxication, drunk and disorderly, spouse or child abuse and maltreatment,
underage drinking, positive drug test, or when notified by medical personnel.
When commanders or supervisors fail to refer a member with suspected or
identified substance use problems, this places the member at increased risk for
developing more severe substance use problems and may jeopardize the safety of
others and ultimately mission accomplishment.
18.19.2.3. Drug
Testing. The Air Force conducts drug testing of personnel according to
AFI 90-507, Military Drug Demand Reduction Program. Drug testing is most effective as a deterrent. Therefore,
Air Force military members are subject to testing regardless of grade, status,
or position. Inspection testing is the best deterrent presently available
against drug abuse. Military members may receive an order or voluntarily
consent to provide urine samples at any time. Military members who fail to
comply with an order to provide a urine sample are subject to punitive action
under the Uniform Code of Military Justice. Commander-directed testing should
only be used as a last resort because the results cannot be used in actions
under the Uniform Code of Military Justice, or administrative
actions, including adverse characterization of administrative discharges such
as (General) or under other than honorable conditions.
18.19.2.3.1. Inspection
under Military Rule of Evidence 313. Inspection testing is the most
common method of testing in the Air Force. Drug testing is random and
unpredictable. In general, an inspection is an examination conducted as an
incident of command, the primary purpose of which is to determine and ensure
the security, military fitness, or good order and discipline of the unit,
organization, or installation. Individuals are selected at random using a
nonbiased selection process. Commanders may also select work sections, units,
or segments of the military population to provide urine samples. Commanders may
use the positive result of a urine sample to refer a member for a substance use
evaluation, as evidence to support disciplinary action under the Uniform Code
of Military Justice or administrative discharge action, and as a consideration
on the issue of characterization of discharge in administrative discharges.
18.19.2.3.2. Probable
Cause. Probable cause requires a search and
seizure authorization from the appropriate commander to seize a urine specimen.
Probable cause exists when there is a reasonable belief that drugs will be
found in the system of the member to be tested. Consult with the staff judge
advocate regarding procedures for determining whether probable cause exists.
Results may be used for Uniform Code of Military Justice or to characterize
administrative discharges.
18.19.2.4. Medical
Purposes. Results of any examination conducted for a valid medical purpose
including emergency medical treatment, periodic physical examination, and other
such examinations necessary for diagnostic or treatment purposes may be used to
identify drug abusers. Results may be used as evidence to support disciplinary
action under the Uniform Code of Military Justice, or administrative discharge
action according to AFI 90-507, Table 7.1. These results may also be considered
on the issue of characterization of discharge in separation proceedings.
18.19.2.5. Self-identification. Air
Force members with substance use problems are encouraged to seek assistance
from the unit commander, first sergeant, substance use counselor, or a military
medical professional. Selfidentification is reserved for members who are not
currently under investigation or pending action because of an alcohol-related
incident. Following the assessment, the Alcohol and Drug Abuse Prevention and
Treatment program manager will consult with the treatment team and determine an
appropriate clinical course of action.
18.19.2.5.1. Drugs. An
Air Force member may voluntarily disclose evidence of personal drug use or
possession to the unit commander, first sergeant, substance use counselor, or a
military medical professional. Commanders will grant limited protection for Air
Force members who reveal this information with the intention of entering
treatment. Commanders may not use voluntary disclosure against a member in an
action under the Uniform Code of Military Justice or when weighing
characterization of service in a separation. Disclosure is not voluntary if the
Air Force member has previously been:
18.19.2.5.1.1. Apprehended for drug
involvement.
18.19.2.5.1.2. Placed under investigation for
drug abuse. The day and time when a member is considered placed under investigation
is determined by the circumstances of each individual case. A member is under
investigation, for example, when an entry is made in the security forces
blotter, when the security forces investigator s log shows an initial case
entry, or when the Air Force Office of Special Investigations opens a case
file. Furthermore, a member is considered under investigation when he or she
has been questioned about drug use by investigative authorities or the member's
commander, or when an allegation of drug use has been made against the member.
18.19.2.5.1.3. Ordered to give a urine sample
as part of the drug-testing program in which the results are still pending or
have been returned as positive.
18.19.2.5.1.4. Advised of a recommendation
for administrative separation for drug abuse.
18.19.2.5.1.5. Entered into treatment for
drug abuse.
18.19.2.5.2. Alcohol. Commanders
must provide sufficient incentive to encourage members to seek help for
problems with alcohol without fear of negative consequences. Self-identified members
will enter the Alcohol and Drug Abuse Prevention and Treatment assessment
process and will be held to the same standards as others entering substance use
education, counseling, and treatment programs.
18.20. Leadership
Responsibilities. The supervisor's role in
the treatment process does not end with identifying and referring members.
Though the supervisor is not charged with providing treatment, daily
interaction with his or her personnel and the treatment team can have a
significant impact on the success of the treatment efforts. Identifying
individuals who need treatment is a critical first step in helping them break
free of the tremendously potent cycle of denial, negativity, and increased
substance use. However, entering treatment is only a first step. A member's
substance use problem did not develop overnight and took time, as will
treatment and recovery. The supervisor must remain focused on the member's duty
performance, attendance in the program, and maintenance of standards. One of
the most critical components to a member s treatment is the treatment team
meeting. Commander and/or first sergeant and supervisor involvement in the
treatment team meeting at key points in the patient s treatment and recovery
are important. The commander or first sergeant and the supervisor must be
involved at program entry, termination, and anytime there are significant
treatment difficulties with the patient. The primary objective of the treatment
team is to guide the clinical course of the patient s treatment after examining
all the facts. The treatment team consists of the commander, supervisor,
member's counselor, medical consultants, other appropriate helping agencies,
and the member.
18.21. Substance Use Assessment.
The central purpose of the substance use assessment
is to determine the patient s need for treatment and level of care required.
Alcohol and Drug Abuse Prevention and Treatment staff members conduct the
substance use assessment within seven calendar days of notification. Alcohol
and Drug Abuse Prevention and Treatment program managers conduct required
reviews of the patient's medical records and all documentation provided by the
Alcohol and Drug Abuse Prevention and Treatment staff on a priority basis.
Information gathered during the assessment will form the basis for patient
diagnosis, treatment planning, and delivery of substance use services.
18.22. Substance Use Treatment.
Substance use treatment is divided into two
services: nonclinical and clinical.
18.22.1. Nonclinical
Services.
All active duty members involved in
alcohol-related misconduct will be referred for a substance use assessment.
Members who do not meet diagnostic criteria for a substance use disorder will
receive alcohol counseling targeted (secondary) prevention and education. All decisions
about length and number of visits of targeted prevention and education will be
based on thorough assessment and determination of risk and is tailored for the
individual. There will be at least two follow-up appointments of a minimum of
30 minutes duration to reassess risk, assess progress, and as appropriate,
conduct a follow-up review of the educational components. If the client is
assessed to need more services, there should be follow-ups with progress
updates depending on the client s needs. The focus of these appointments is not
treatment. They are designed to be targeted (individual) prevention, education,
and reassessment. In addition to the initial assessment, a required alcohol
education module will be completed within 2 weeks following the assessment. The
alcohol education module includes information on Air Force policy,
understanding the relationship between consumption, metabolism and
intoxication, and physiological effects of alcohol on brain and body.
18.22.1.1. Additional counseling addressing
bio-psychosocial issues identified in the assessment may be prescribed. Length
of involvement will be determined based on the patient s presenting problems
and agreed-upon treatment or behavioral contract.
18.22.1.2. Individuals being processed for separation
are provided appropriate medical care (e.g., detoxification) before
separation. Separation action is not postponed because of a member's
participation in the Alcohol and Drug Abuse Prevention and Treatment Program.
18.22.2. Clinical Services:
18.22.2.1. Patients meeting the Diagnostic
Statistical Manual 5 diagnostic criteria for a substance use disorder will be
entered into substance use treatment with the level and intensity of care
determined by the Alcohol and Drug Abuse Prevention and Treatment program
manager using current American Society of Addiction Medicine criteria. The
philosophy is to place personnel with substance use problems in the least
intensive or restrictive treatment environment possible appropriate to their
therapeutic needs.
18.22.2.2. Depending on the member's needs,
variable lengths of stay or duration of treatment are provided within an array
of treatment settings. The treatment program will reflect a multidisciplinary
approach to assist the patient to achieve full recovery, free of the negative
effect of the substance use. Treatment plans are individually tailored to meet
patient's needs. Family involvement is strongly encouraged.
18.22.2.3. Individuals diagnosed with a
substance use disorder will refrain from the use of alcohol
during the initial phase of treatment and are strongly encouraged to continue
to abstain during aftercare. Total abstinence is a critical treatment goal;
however, because of the nature of alcoholism, relapses into drinking behavior
are not uncommon and should be anticipated. A relapse by itself is not
sufficient reason for program failure; however, relapses must be considered a
significant threat to the patient's treatment and dealt with appropriately.
18.22.2.4. Involvement in self-help recovery
groups (such as 12-step, rational recovery) is encouraged as an adjunct to
treatment. The frequency of attendance is determined by the treatment team with
the patient.
18.23. Detoxification Prior to
Treatment.
Patients being referred for inpatient
treatment will be assessed to determine the level of detoxification services
required. To the greatest extent possible, patient detoxification will be
managed on an outpatient basis prior to inpatient treatment. Patients assessed
as requiring medically managed detoxification (inpatient) will be entered into
an appropriate medical facility.
18.24. Completing the Program:
18.24.1. Successful
Completion.
Patients will not be considered to have
successfully completed treatment until they meet the Diagnostic Statistical
Manual criteria for early full remission. Based on Diagnostic Statistical
Manual criteria, the treatment team determines patient progress toward
agreed-upon goals and issues as stated in the treatment plan and determines
when the patient is effectively in recovery and no longer requires program
resources.
18.24.2. Failing the
Program:
18.24.2.1. The treatment team determines a
patient to have failed the program based on a demonstrated pattern of
unacceptable behavior, inability, or unwillingness to comply with their
treatment plan, or involvement in alcohol or drug-related incidents after
receiving initial treatment. The determination a patient has failed treatment
is based on the patient's repeated failure to meet and maintain Air Force
standards (behavior), rather than solely on the use of alcohol. An individual
who has failed the Alcohol and Drug Abuse Prevention and Treatment Program will
be considered for administrative separation by his or her commander.
18.24.2.2. Decisions regarding aftercare services
will be based on a current assessment of status and will include establishment
of an aftercare treatment plan identifying specific goals, interventions, and
means to assess interventions.
18.25. Management of Personnel
with Substance use Disorders.
The commander is responsible for all
personnel and administrative actions pertaining to patients involved in the
Alcohol and Drug Abuse Prevention and Treatment Program, to include assignment
availability, promotion eligibility, reenlistment eligibility, Personnel
Reliability Program, security clearance, etc. Application of administrative
restrictions should be based on the establishment of an unfavorable information
file or control roster resulting from the member's unacceptable behavior and
not solely based on their involvement in the Alcohol and Drug Abuse Prevention
and Treatment Program.
18.26. The Line of Duty
Determination.
A member's substance use misconduct can lead
to a line of duty determination. A line of duty determination is a finding made
after an investigation into the circumstances of a member's illness, injury,
disease, or death. The finding concludes: (1) whether or not the illness;
injury, or disease existed prior to service and if an existed prior to service
condition was aggravated by military service; (2) whether or not the illness,
injury, disease, or death occurred while the member was absent from duty; and
(3) whether or not the illness, injury, disease, or death was due to the
member's own misconduct. The line of duty determination protects the interests
of both the member and the United States Government. A line of duty
determination may impact disability retirement and severance pay, forfeiture of
pay, period of enlistment, as well as veteran benefits. Additional guidance may
be found in AFI 36-2910, Line of Duty (Misconduct)
Determination.
Section 18E
Tobacco Use
18.27. Air Force Goal for
Tobacco Use.
The Air Force's goal is a tobacco-free force.
Tobacco use is the single most preventable cause of disease and death in the
United States. Every year, in the United States, tobacco use is responsible for
about 1 in 5 deaths (at least 480,000 deaths per year, of which an estimated
41,000 of these deaths are from secondhand smoke exposure).
18.28. Effects of Tobacco Use:
18.28.1. Optimal health and total fitness are
force multipliers and critical to the military mission. Tobacco use, including
but not limited to cigarettes, cigars, spit tobacco (also known as smokeless
tobacco or chew ), and electronic cigarettes
(e-cigarettes), is inconsistent with the Air Force's goal of a mission-ready,
healthy and fit force. Tobacco use affects all bodily systems, not just the
mouth and lungs. Some types of cancer, cardiovascular diseases and many types
of other diseases, have been linked to tobacco use. For the military member,
tobacco use decreases endurance, night vision and fine motor coordination (for
example, the coordination needed to hold a weapon steady), increases the risk
of injuries (such as fractures) and post-operative respiratory complications,
and impairs (or slows) wound healing. Additionally, the Environmental
Protection Agency classifies tobacco smoke as a class A
carcinogen. This means smoking causes cancer. Smoking is an obvious cancer
threat to the smoker; but, more importantly, it poses a cancer threat to the
individual who chooses not to smoke. Tobacco not only harms the user but can
also cause cancer or contribute to cardiovascular disease in those who breathe
the exhaled smoke called environmental tobacco smoke.
18.28.2. While studies by the Centers for
Disease Control and Prevention and the National Institutes of Health have shown
a decline in cigarette smoking, the use of other forms of tobacco has
significantly increased. The increased use of smokeless tobacco is based on the
faulty assumption of less hazardous. Smokeless tobacco actually contains 28
different cancercausing agents (carcinogens). Oral cancers affect 30,000 people
annually, and one person dies every hour as a result of this disease. The
5-year survival rate is very low. Only 50 percent of persons are alive at 5
years after diagnosis.
18.28.3. Nicotine found in tobacco products
is addictive. Nearly one-half of all smokers in the United States have tried to
quit in the past year. Because of the powerful physical and psychological
addiction, quitting can be a challenge. The longer one uses tobacco, the more
difficult cessation can be. Therefore, never using products containing nicotine
is the best prevention. The United States Surgeon General has found that nearly
100 percent of adults who smoke every day started smoking when they were 26
years of age or younger, reinforcing prevention in our younger Airmen is
critical to reducing tobacco prevalence in the Air Force.
18.29. Cost of Tobacco use to
the Air Force.
The significant costs associated with tobacco
use are both physical and financial. TRICARE has estimated that tobacco use
costs the Department of Defense $1.7 billion annually because of increased
healthcare utilization and decreased work productivity (due to smoking breaks
and illness). No less significant is the fact that the cost of smoking a pack a
day for a year is 1-month's base pay for an Airman Basic.
18.30. Air Force Standards.
AFI 40-102, Tobacco Use in
the Air Force, expands tobacco-free environments. Tobacco use on a military
installation is restricted to designated tobacco areas. Tobacco use is
prohibited on military treatment facility campuses; within 50 feet of a
building entry, sidewalk, or parking lot; within 100 feet of a playground; on
all recreational facilities, including athletic complexes, golf courses, and
beaches; in all lodging rooms, lodging and unaccompanied housing common areas,
and temporary lodging facility units; and family housing if serviced by a
common air-handling unit. Installation commanders are authorized to designate
all unaccompanied housing as nonsmoking. The Air Force prohibits all students
in technical training, accession, and graduate medical education programs from
using tobacco products while in duty uniform, and prohibits tobacco use at all
times during basic military training. Not using tobacco should be the Air Force
norm to promote mission readiness, health, and productivity. Commanders are
expected to support Airmen trying to quit tobacco products. Installation health
promotion programs provide strategies for education, motivation, and
intervention to discourage tobacco use. Formal, structured tobacco cessation
programs designed to assist members in breaking the addiction to tobacco
products are available.
Section 18F Medical
Care
18.31. The Military Health
System:
18.31.1. The military health system is a
national leader in health care, health education, training, research, and
technology. The military health system mission, vision, and overall strategy
focus Department of Defense resources on providing a highly ready system of
health that supports our nation's military mission anytime, anywhere.
18.31.2. The military health system supports
the operational mission by fostering, protecting, sustaining, and restoring
health. The military health system provides the direction, resources, health
care providers, and other means necessary for promoting the health of the
beneficiary population. These include developing and promoting health awareness
issues to educate customers, discovering and resolving environmentally based
health threats, providing health services (including preventive care, problem
intervention services, and pastoral care and religious support), and improving
the means and methods for maintaining the health of the beneficiary population
by constantly evaluating the performance of the health support. The military
health system supports all uniformed service personnel, retirees, and their
families.
18.32. The Defense Health
Agency:
The Defense Health Agency is a joint Combat
Support Agency that supports the military medical services and manages the
execution of health policy issued by the Assistant Secretary of Defense for
Health Affairs. The Defense Health Agency supports the delivery of integrated,
affordable, and high-quality health services to military health system
beneficiaries. In addition, the Defense Health Agency executes responsibility
for shared services, functions, and activities of the military health system
and other common clinical and business processes in support of the military
services. The Defense Health Agency additionally serves as the program manager
for the TRICARE health plan.
18.33. The Air Force Medical
Services:
18.33.1. The Air Force medical services
mission is to enable medically fit forces, provide expeditionary medics, and
improve the health of all we serve to meet our Nation's needs.
18.33.2. The Air Force medical services
vision is to ensure that our patients are the Healthiest and Highest Performing
Segment of the United States by 2025.
18.33.3. The Air Force medical services
objectives are to:
18.33.3.1. Promote and sustain a Healthy and
Fit Force.
18.33.3.2. Prevent Illness and Injury.
18.33.3.3. Restore Health.
18.33.3.4. Optimize Human Performance.
18.33.4. The Air Force medical service is
increasingly called upon to deliver medical capabilities throughout the range
of military operations. Diverse medical missions consist of civil-military
operations, global health engagement, or humanitarian assistance/disaster
relief as part of joint or multinational operations. The Air Force medical
service provides the joint forces with several distinct capabilities around the
globe, including: health services support, en route casualty support, and
health care to eligible beneficiaries.
18.34. TRICARE Program:
TRICARE is the worldwide health care program
serving uniformed service members and retirees, their family members,
survivors, plus certain former spouses entitled to TRICARE benefits. TRICARE
programs are also available to Air Reserve Component members and their
families. TRICARE is a force multiplier for the military health system that
fills gaps in military health care using networks of civilian health care
professionals, facilities, pharmacies, and suppliers. These civilian networks
help enable the Department of Defense to provide beneficiaries with access to
high-quality health care services even while uniformed medics are serving
abroad in contingency operations. Comprehensive, current information on the
TRICARE program can be found at www.tricare.mil.
18.35. TRICARE Regions.
TRICARE is available in the United States and
overseas locations. Each TRICARE region has a managed care support contractor that
administers and coordinates health care services with network and non-network
civilian hospitals and providers.
18.36. TRICARE Plans. Several TRICARE
health plan options are available to eligible beneficiaries. Availability for
each depends on the sponsor's military status and residence. The three primary
health care options offered to eligible beneficiaries are TRICARE Prime,
TRICARE Standard, and TRICARE Extra.
18.36.1. TRICARE Prime.
TRICARE Prime is the managed care option and
offers the most affordable and comprehensive health coverage to beneficiaries.
Active duty members and their families do not pay enrollment fees, annual
deductibles, or copays for care, unless they seek care in the network without a
primary care manager referral. Each Prime enrollee is assigned a primary care
manager who is responsible for providing routine, non-emergency, and urgent
health care. The primary care manager is responsible for submitting referrals
for specialty care and establishing medical necessity when needed. The primary
care manager also coordinates with the regional TRICARE contractor, when
necessary, to find specialists in the network. TRICARE Prime also has time and
distance standards for urgent, routine, and specialty care to ensure
beneficiaries can conveniently access care when the care is needed. Other Prime
benefits include travel reimbursement for some specialty care, and a
point-of-service option that permits enrollees to seek care from any provider
without a referral; however, the point-of-service option carries significantly
higher deductibles and cost shares then those under TRICARE Standard. TRICARE
Prime is the only health plan option available to active duty service members.
18.36.1.1. TRICARE Prime
Remote. TRICARE Prime Remote is a stateside health plan option for
active duty service members and active duty family members who live and work 50
miles or one-hour drive time from a medical treatment facility in a TRICARE
Prime Remote designated zip code.
18.36.1.1.1. Active Duty
Service Members. Uniformed service members on extended active duty
orders who meet TRICARE Prime Remote qualifications are required to enroll in
TRICARE Prime Remote. In some cases where geographic boundaries create undue
hardship for travel, active duty service members living closer than 50 miles
may be eligible for TRICARE Prime Remote.
18.36.1.1.2. Active Duty
Family Members. Active duty family members residing with their TRICARE
Prime Remote-enrolled sponsors are eligible for TRICARE Prime Remote for active
duty family members and must enroll to enjoy the benefit. Family members
enrolled in TRICARE Prime Remote for active duty family members may remain
enrolled even if the sponsor receives unaccompanied permanent change of station
orders as long as they continue to reside in the same TRICARE Prime Remote
location.
18.36.1.2. TRICARE
Overseas Program Prime Remote. TRICARE overseas program offers Prime
coverage to active duty service members permanently assigned to designated
remote locations and their eligible commandsponsored family members. Only
active duty family members who meet the Joint Travel Regulation definition of
command sponsored are eligible for TRICARE overseas program Prime Remote
enrollment.
18.36.2. TRICARE Standard
and Extra and TRICARE Overseas Program Standard.
TRICARE Standard and Extra are
fee-for-service plans available to eligible non-active duty beneficiaries
throughout the United States. TRICARE Standard is the stateside program and
TRICARE Overseas Program Standard is the overseas program. Enrollment is not
required and coverage is automatic as long as the beneficiary is eligible and
registered in the Defense Eligibility and Enrollment System. When using TRICARE
Standard and Extra, the beneficiary may visit any TRICARE-authorized provider
within the network or outside the network. Care within military medical
treatment facilities is on a space-available basis only. Referrals for health
care are not needed under these two health plans, but some services may require
prior authorization. The network status of the provider being seen determines
whether the beneficiary will be charged copays under TRICARE Standard or
TRICARE Extra. When visiting a non-network provider, the Standard option is
being used and Standard copays apply. When visiting a network provider, the
Extra option is being used and the beneficiary will pay less out of pocket as
compared to non-network providers. Additionally, when using network providers,
the provider will file all medical claims on behalf of the beneficiary and the
beneficiary will not be liable for any charges outside of the TRICARE copay and
deductible.
18.36.3. TRICARE Reserve
Select.
TRICARE Reserve Select plan is a
premium-based health plan available for purchase worldwide and offers a TRICARE
Standard-like benefit. TRICARE Reserve Select is available for purchase by
qualified members of the selected Reserve for themselves and their eligible
family members. Members must not be enrolled or eligible to enroll in the
Federal Employee Health Benefits Program.
18.36.4. TRICARE Young
Adult.
The TRICARE Young Adult program is a
premium-based health care plan available for purchase by qualified dependents
when dependents age out of TRICARE eligibility. TRICARE Young Adult offers
TRICARE Prime and TRICARE Standard coverage worldwide. TRICARE Young Adult
includes medical and pharmacy benefits, but excludes dental coverage.
18.36.4.1. Young adult dependents may
generally purchase TRICARE young adult coverage when the following criteria are
met:
18.36.4.1.1. The young adult is a dependent of
a TRICARE-eligible uniformed service sponsor.
18.36.4.1.2. Unmarried.
18.36.4.1.3. At least 21 (or age 23 if
previously enrolled in a full-time course of study at an approved institution
of higher learning and if the sponsor provides at least 50 percent of the
financial support), or has not yet reached age 26.
18.36.4.2. Young adult dependents may not
purchase TRICARE young adult coverage when they are:
18.36.4.2.1. Eligible to enroll in an
employer-sponsored health plan as defined in TRICARE Young Adult regulations.
18.36.4.2.2. Eligible for a different TRICARE
program.
18.36.3.2.3. Married.
18.37. TRICARE Dental Program.
The TRICARE Dental Program is a voluntary,
premium-based dental insurance plan and offers dental coverage for a wide range
of services to active duty family members, Guard/Reserve members, and their
eligible family members. Active duty service members (and Reservists called to
active duty for more than 30 days) are not eligible for TRICARE Dental Program.
Beneficiaries will pay monthly premiums and cost-shares. Monthly premiums vary
based on sponsor and member status. All dental care is provided by civilian
dentists, and either the dentist or the patient is required to file claims for
reimbursement.
Section 18G
Suicide Prevention
18.38. Suicide Defined.
The Centers for Disease Control and
Prevention defines suicide as death caused by self-directed injurious behavior
with an intent to die as a result of the behavior.
18.39. Suicide Demographics.
In any given year, roughly 40,000 Americans
die by suicide, almost twice as many as are killed by homicide. The military is
not exempt from the problem of suicide. Suicide remains a leading cause of
concern and preventable form of death among Air Force personnel. During the
last five years (2011 - 2015) the Air Force lost between 43- 63 Airmen per year
to death by suicide. This equates to 12.9 to 20.3 suicides for every 100,000
Airmen. The Air National Guard and Air Force Reserve components have lost an
average of 25 Airmen per year. Additionally, the Air Force has lost an average
of 18 civilian employees to death by suicide over the last five years. Within
the Air Force, the most common stressors experienced by those who die by suicide
are relationship problems, legal problems, mental health problems, financial
hardship and work problems. Air Force data shows that while all age, rank,
gender and ethnic groups are represented suicide is most common amongst young,
junior enlisted Caucasian males.
18.40. Effect on the Military.
When suicides occur in the Air Force, they
may result in a number of serious consequences, which include:
18.40.1. First and foremost, a preventable
loss of human life.
18.40.2. Second, the grief and loss to the
deceased's family, friends, co-workers, and military community.
18.40.3. Third, a
direct impact on mission capability through loss of the deceased's skills,
experience, and productivity.
18.41. Dynamics of Suicide.
18.41.1. The reasons for considering suicide
will vary from person to person. All people experience stressors (i.e.,
challenges or problems) and distress (i.e., the negative feelings associated
with stressors). Research tends to identify that risk for suicide is associated
with feeling isolated/not belonging, the belief that the individual is or will
become a burden and an acquired capability both in access to a means to die and
overcoming the fear of dying. Other factors associated with suicide are new or
worsening stressors/distress combined with an inability to problem solve/cope.
The Air Force promotes and supports Airmen who resolve their problems and
challenges in healthy, safe, and constructive ways. To that end, the Air Force
has developed many resources to help Airmen and their families resolve these
problems.
18.48.2. Airmen must know the importance of
recognizing that anyone can become suicidal, regardless of how well they have
managed military or personal stress previously. If an Airman experiences
stressors or problems that overwhelm their ability to cope, it may result in
feeling distressed, alone, and a burden to others. This may increase
vulnerability and susceptibility to suicide.
18.42. Protective Factors.
18.42.1. Protective factors are strengths or
resources which the individual possesses or practices which enhance resilience
and reduce distress. Common protective factors include:
18.42.1.1. Sense of belonging.
18.42.1.2. Good, healthy support from family,
friends, and fellow Airmen.
18.42.1.3. Effective problem solving skills and
coping strategies.
18.42.1.4. Individual s belief that he/she
has control over his/her own life and actions.
18.42.1.5. Willingness to seek help early.
18.42.1.6. Focus on the future.
18.42.1.7. Believe things will get better.
18.42.1.8. Lack of access to means to hurt
yourself.
18.42.1.9. Cultural/religious/spiritual
beliefs that discourage suicide and support self-preservation.
18.42.2. Demographic
factors are personal and unchangeable by the individual. They include aspects
such as gender or age. Common stressors are experiences which may increase
risk. They include experiences such as problems in a relationship or legal
problems. Risk factors are personal characteristics which reduce resilience or
increase susceptibility to illness and suicide. Risk factors include a history
of mental illness or use of substances. Warning signs are sudden and signify a
person is in distress and requires support. Warning signs include sudden
changes such as sleep difficulties or sudden discipline problems (See Figure 18.5.).
Figure 18.5. Demographic
Factors, Common Stressors, Risk Factors and Warning Signs.
|
Demographic Factors |
Common Stressors |
Risk Factors |
Warning Signs |
|
Male |
Relationship Problems |
Mental Illness |
Social Isolation |
|
Young |
Legal Problems |
Substance Use |
Changes in Sleep |
|
Single |
Financial Problems |
Increased Alcohol Use |
Poor Work Performance |
|
Rank E1-E4 |
Workplace Problems |
Trauma History |
Sudden Discipline Problems |
|
Family History of Suicide |
Anger |
18.43. Common Problems.
18.43.1. Legal Problems. Being
under investigation for a suspected criminal offense is extremely stressful.
Legal problems almost always entail some type of career impact and can be cause
for administrative action by the Air Force. Military members who face serious
legal problems often worry about public disgrace, a very real threat to their
careers, their freedom, or their ability to find work if separated from the Air
Force. While criminal charges carry realistic consequences, some individuals
may begin thinking of the worst possible outcome whether realistic or not. This
increased stress (real or perceived) is why they need more support from their
command, unit, and Air Force community regardless of the crime for which they
have been investigated/charged/convicted.
18.43.2. Financial
Problems. Financial problems can be a stressor and a cause of
distress. Alert commanders often recognize this as symptomatic of a possible
broader pattern of problems or poor decision-making. Financial problems can
also be a symptom of other problems such as gambling or substance
misuse/addiction.
18.43.3. Relationship
Problems. Relationship problems are the most common stressor type
among Air Force members who have died by suicide. An abrupt loss, like a break
up in a romantic relationship is a frequently seen stressor. A healthy, happy
and supportive relationship can be an important protective factor against many
other kinds of stress. When relationships are troubled they may add to personal
stress/distress and/or make other stressors more challenging to manage.
18.43.4. Work and
Administrative Problems. Work and administrative problems (e.g.,
failure to complete tasks, poor performance or showing up to work late) have
been noted in many Air Force suicides. These work related stressors may be a
sign of other problems (e.g., alcohol or relationship problems) and/or they may
influence or increase feelings of hopelessness and isolation. Feelings of
hopelessness and isolation increase vulnerability and susceptibility to
suicide. An Airman facing administrative problems like fitness testing failures
may feel his career and future are at risk. Airmen must be able to identify and
understand the seriousness of workplace or administrative problems. Front line
leaders and fellow Airmen should understand the challenges that an Airman may
be experiencing and act to provide support.
18.43.5. Mental Health
Problems. Studies in non-military populations have tended to show that
up to 90% of individuals dying from suicide have evidence of past mental health
problems. This has led to the assumption that mental health problems lead to
suicide. While many individuals who die by suicide have a mental health history
the majority of individuals with a mental health history will not attempt or
die by suicide. Mental health problems are common among Airmen who die by
suicide. Despite the difficulty to fully quantify mental health problems among
Airmen who die by suicide, since Airmen may avoid seeking mental health care
and/or may under-report their symptoms. Most mental health problems treated in
the Air Force are not severe and many mental health visits are related to
difficulties with life stresses rather than a serious mental illness. However,
individuals with significant mental illness are at increased risk of suicide.
Therefore, Airmen with symptoms of a mental illness must understand the
importance of seeking help early and complying with their treatment plans.
Effective treatments for mental illness are available and can reduce risk of
suicide.
18.44. Facts about Air Force Suicides.
18.44.1. Planned versus
Unplanned. Suicides may be unplanned (impulsive) or planned. In
unplanned suicides, there may be little or no warning. These may be very
difficult to predict or prevent and can be associated with excessive use of
alcohol or other substances. In planned suicides, an individual may take the
time to plan out the aspects of their death, like updating a will or checking
on life insurance. While these are normal activities for most adults to
undertake, a pattern of behavior in an Airman that indicates he is putting his
affairs in order may indicate consideration of suicide. There are often some
indicators in either planned or unplanned suicides that can be detected. See
the list of risk factors to identify potential changes.
18.44.2. Communication of
Intent. Not every Airman who dies by suicide will communicate their
intention to end their life. Some may make suicidal statements (e.g., stating
that others would be better off without them), or send texts, use voicemails,
social media posts or leave a note. Sometimes suicidal individuals talk about
themes of death and suicide, without referring to themselves. In other cases,
the deceased may not communicate their intent at all. The increase in the use
of electronic communications presents another medium for people to communicate
suicidal thoughts or intentions as well as new opportunities for alert Airmen
to intervene. Any suicidal remark should be taken very seriously and followed
up on. Some people are reluctant to ask a person whether they are having
thoughts of suicide because of the fear that they will give someone the idea.
Substantial research indicates that this is not the case. The opposite is true:
asking a person if they are having thoughts of suicide may prevent a suicide by
getting the person the care they need.
18.44.3. Time of Year
versus Unpredictable Variability. Statistically, suicide is a rare
occurrence. Because of the infrequent, suicide rates in small populations (e.g.
a major command) vary quite randomly. This often leads people to try to find
factors like time of year to explain rises and dips in rate. One such myth is
that suicide is more common during the holidays when people may feel more alone
and isolated. This is not true. Personal factors like the ones described above
are much more important. Vigilance must be maintained year round.
18.44.4. Changes in
Behavior versus no Change in Behavior. A common myth is that once an
Airman has made the decision to die by suicide, they may appear calm, as if all
their problems have been resolved. This may be true for some, but not all.
Airmen need to be observant for any sudden changes in behavior or attitude in
their fellow Airman. These changes should be attended to in a supportive manner
to ensure the individual is not considering suicide.
18.45. Self-injurious Behavior
and Suicide Attempts.
Self-injurious behavior (i.e., cutting,
burning) is any behavior that intentionally causes harm to the individual
regardless of the severity of the injury. A suicide attempt is any behavior
whose intent is to end the individual's life, regardless of the outcome. Any
self-injury or suicide attempt should be treated as serious as the severity of
injury is not an accurate indicator of the person's potential risk or intent.
These injuries warrant immediate medical and command attention and should be
addressed and reported without delay.
18.46. Every Airman's
Responsibilities.
In the
Air Force, each Airman has the responsibility to identify and support other
Airmen (Regular Air Force, Air National Guard, Air Force Reserve, Civilians and
Family Members) in times of need. Each Airman must be aware of the following:
(1) Command is available and trained to
provide support to Airmen in need, or those attempting to support their Airmen;
(2) The Air Force established numerous resources aimed at resolving problems
and stressors. Airmen can access these resources through chaplains, medical
services or command leadership; (3) Airman can access counseling through
Military One Source (1-800-342-9647) as well as Military Family Life
Counselors; and (4) National resources like the Military Crisis line
(1-800-273-8233, Press 1). Early identification combined with proactive problem
solving enhances careers. Early intervention increases the probability of success,
and is most likely to save a life; similarly, this helps maintain the balance
promoted through the four domains of Comprehensive Airmen Fitness (Social,
Mental, Physical and Spiritual). There are a number of identifiable risk
factors and warning signs. These may include: (1) multiple stressors or an
intense stressor, sudden mood or behavior changes; (2) giving away personal
effects; and (3) making statements about suicide/suggesting it would be better
if the individual were not alive. Safety is increased when an at-risk Airman
has limited access to means of self-harm (e.g., firearms or potentially
dangerous medications). Command and Legal should be part of this process. Any
sudden purchase of lethal means can be a very significant warning sign that
should be questioned and reported.
18.46.1. The people
most likely to spot a person at risk for suicide are the ones who interact with
that person on a daily basis (e.g., friends, coworkers or immediate
supervisors). These individuals are best positioned to notice changes in an
atrisk Airman's behavior, mood, and performance. Engage with that person, find
out what caused the observed changes, assist in choosing resources to resolve
stressors, and communicate concerns with the chain of command as appropriate.
18.46.2. Know your resources and encourage
appropriate help-seeking from installation and other support agencies to
resolve the challenges. Challenges and stressors are a normal part of each person's
life. You are encouraged to engage with fellow Airman and know how they
generally look and behave. When you notice there is a problem, assist your
fellow Airman in finding help to resolve the challenge early.
18.47. Military Leadership Role
in Preventing Suicide:
18.47.1. While suicide prevention is the
ultimate responsibility of every Airman, the Air Force has identified that
leadership support and action across the levels of command are critical to the
goal of reducing suicide in the Air Force.
18.47.2. The Air Force Suicide Prevention
program is based on leadership action. Leaders at all levels are responsible
for implementing this program. Successful risk identification rests with the
Airman's most immediate associates and his or her first-line supervisors who
see and interact with them on a daily basis and are in a position to see any
changes in behavior or performance that may signal a problem. Open
communication between Airmen and their supervisors, especially in an
environment where there is genuine concern for everyone's well-being, is
vitally important.
18.47.3. Frontline supervisors have
tremendous and complex responsibilities in our high ops tempo Air Force,
executing the mission and taking care of their subordinates. Effective training
and strong leadership can enhance the support that an Airman will receive. Some
factors that can challenge effective supervision are: (1) tunnel vision on the
mission to the exclusion of subordinate needs; (2) not being engaged with their
Airmen; (3) difficulty recognizing risk factors and warning signs; (4) lack of
knowledge of Air Force supported resources and the true impact of seeking help
on an Air Force career; and (5) inappropriately protecting the Airman from the
consequences of their actions or failing to take proper action. Some examples
of inappropriate supervisor actions are supervisors telling subordinates to
avoid seeking mental health assistance as this will hurt their career, helping
subordinates hide alcohol and drug misuse problems, promoting the avoidance of
installation helping services and possible safe and constructive resolution of
problems. The majority of the time, seeking help appropriately does not have
long-term negative career impact. In fact, seeking help can improve performance
and enable people to better solve problems. Supervisors should engage in
problems early to ensure subordinates get the help they need to maintain peak
performance.
18.47.4. When risk is identified, appropriate
professional resources can be obtained and applied to the problem. The Air
Force has invested in the development of outstanding helping resources whose
purpose is to support individuals in distress, leaders in enhancing safety,
promoting balance in the four domains of Comprehensive Airmen Fitness and preventing
suicide. Appropriate intervention will vary depending on the nature of the
problem and degree of risk. Sometimes situations require services from multiple
support agencies (e.g., Mental Health, Airman & Family Readiness and
Chaplains, etc.). The Airman's Guide for Assisting Personnel in Distress
provides resources to help supervisors and Airmen guide personnel to
appropriate helping agencies and is available at: airforcemedicine.af.mil/airmansguide.
18.48. Actions to Mitigate
Suicide Risk.
While not every suicide can be prevented,
definite steps can be taken by Air Force personnel to reduce risk in Air Force
populations. The following actions can be taken to support Airmen in resolving
life's challenges and reducing the number of suicides: (1) Knowing your
co-workers; their usual mood and behaviors, and how they are functioning; (2)
Being able to recognize early signs of risk, stress and distress; (3) Engaging
with Airmen to determine what may be stressful or problematic; (4) Assisting
Airmen with choosing the most appropriate resource to help resolve the problem;
and (5) Following up with Airmen to ensure the stressors are resolving and new
ones are not taking their place.
18.49. Psychological Services.
Mental Health Services are designed to be a
force multiplier in the Air Force. Seeking care for a mental health problem is
a sign of strength and increases the likelihood of recovery while reducing risk
for suicide. More than 12% of Air Force personnel voluntarily seek mental
health services each year.
18.49.1. At the installation level, mental
health clinic staff members typically perform a risk assessment on all
individuals who come in for services as well as screen for suicide at follow up
appointments. The services and treatment provided at mental health clinics play
an important role in suicide prevention, but the healthcare system does not own
the problem and can only act if aware of the problem. This means individuals at
risk must either seek help themselves or be brought into the healthcare system
by others. Suicide prevention is the responsibility of the entire Air Force
community.
18.49.2. A common fear is that seeking care
at the mental health clinic will have negative impact on the person's career. A
2006 study (Rowan, A.B. & Campise R. L., 2006) reviewing more than 1,000
self-referred mental health cases found that in 89 percent of cases there was no
contact at all between the mental health clinic and the patient's unit. In 97%
of cases there was no negative impact on career. Confidentiality is governed by
AFI 44-172 Mental Health.
18.49.3. Mental health providers are required
by DoDI 6490.08, Command Notification Requirements to Dispel
Stigma in Providing Mental Health Care to Service Members, to disclose safety (for example,
suicidal or violent thoughts) and fitness for duty issues to commanders, but
all other information is private. For more information on the limitations of
confidentiality see DoDI 6490.08. Willingness to seek help when needed is a
sign of good judgment and strength.
18.49.4. In an effort to promote help-seeking
by Airmen who are experiencing legal or administrative problems, the Air Force
instituted the Limited Privilege Suicide Prevention Program in accordance with
AFI 44-172. This program allows Airmen who are under
investigation to receive mental health care without risk of further
incriminating themselves.
18.50. Air Force Suicide
Prevention Program:
The Air Force Suicide Prevention Program is
an evidence based approach which requires that all personnel take an active
role in reducing suicide.
18.50.1. Suicide
Prevention Program's History. In May 1996, General Thomas S. Moorman,
Air Force Vice-
Commander, commissioned an integrated product
team composed of all functional areas of the Air Force. He requested General
Charles H. Roadman (Air Force Surgeon General) chair the 75-member committee
and develop suicide prevention strategies. The suicide prevention integrated
product team quickly realized suicide was not a medical problem, but instead
was a community problem. To establish an effective program, they designed a
line program owned by the Chief of Staff of the Air Force with the Air Force
Surgeon General as the office of primary responsibility. The program was
founded upon the concept that decreasing suicides required a community/Public
Health approach in which prevention and assistance were offered long before
someone became suicidal.
18.50.2. Air Force Suicide
Prevention Summit. In 2015, in response to a concern about rising suicide
rates, the Air Force convened a Suicide Prevention Summit, bringing together
subject matter experts from DoD, the Military Services, federal agencies
including the National Institute for Mental Health and Centers for Disease
Control and academic researchers and theorists, to address the issue of suicide
in the Air Force and move the program forward. Based on the recommendations of
the Summit, six interconnected Suicide Prevention Lines of Effort were
identified and six corresponding working groups were formed under oversight of
the Air Force Integrated Delivery System and Community Action information
Board. These Lines of Effort's included: (1) Integrate Prevention; (2)
Strengthen Airman Culture; (3) Leverage Strength-Based Communication; (4)
Enhance Civilian Support Services; (5) Targeted Resilience Outreach; and (6)
Improve Medical Care of At-risk Airmen. The 11 elements were retained as the
core of the program while a wide range of initiatives were established and
executed under the Lines of Effort framework to enhance the effectiveness of
suicide prevention.
18.50.3. Air Force Suicide
Prevention Program Elements. In order to combat suicide, the suicide
prevention integrated product team developed and implemented 11 overlapping
initiatives or elements, as published in AFI 90-505, Suicide
Prevention Program. These 11 initiatives are designed to foster an Airman
culture under commander-led action groups which can be grouped into three broad
categories:
18.50.3.1. Leadership and
Community. Leadership Involvement, Unit-based Preventive Services,
Airman Culture, Suicide Event Tracking and Analysis, Post Suicide Response
(Postvention), Integrated Delivery System, Community Action Information Board
and Commanders Consultation Assessment Tool.
18.50.3.2. Education. Addressing
Suicide Prevention through Professional Military Education, Guidelines for
Commanders: Use of Mental Health Services.
18.50.3.3. Protections for
those under Investigation. The Investigative Interview Policy and
Limited Privilege Suicide Prevention Program. The Investigate Interview policy
directs that following any investigative interview, the Air Force investigators
(e.g., Air Force Office of Special Investigations, Inspector General, Security
Forces, and Equal Employment Opportunity) must hand-off the accused directly to
the member's commander, or first sergeant through person-to-person documented
contact. Limited
Privilege Suicide Prevention Program is available to those who are under investigation or have been
formally charged with a crime. This protection allows individuals at risk of
suicide to access mental health services with confidentiality of what is
discussed during that time that the individual is deemed to be at risk.
18.51. Intervention Model.
Suicide prevention is everyone's
responsibility. For effective suicide prevention, we need to create a culture
that encourages early help-seeking behavior and develop a community that
provides assistance long before someone becomes suicidal. The model listed
below was developed to assist Airmen in intervening when an Airman is
experiencing stress, distress and challenges.
18.51.1. The Ask, Care, and Escort (ACE) Model.
To facilitate personal engagement in suicide
prevention, the Air Force has developed the acronym, ACE, to help people
remember the key steps.
18.51.1.1. Ask. When
you see or hear any of the warning signs discussed in this section, or are
aware of risk factors in someone's life, ask questions to learn more about the
person's problems or concerns. If you have any concerns about someone's safety,
calmly but directly ask the question, Are you thinking
of killing/hurting yourself? Asking about suicide gives people permission to
talk about a subject that may otherwise be difficult to bring up and lets the
Airman know you are ready to discuss what they are experiencing. Do not promise
to keep thoughts of suicide a secret. Airmen need to remember the importance of
sharing these concerns with command and professionals who can help the person.
18.51.1.2. Care. Showing
care and concern for those at risk is important. Simply taking the time to ask
about problems, and asking specifically about suicide shows caring and concern.
If someone acknowledges thoughts of suicide, listen to them and allow them to
share what is troubling them. Avoid making judgmental statements, such as you
wouldn t do something so stupid or immediately trying to solve their problem or
talk them out of suicide. If they have shared thoughts of suicide with you,
accept that they are in distress, listen to their concerns, and begin the
process of getting them help. You should also identify if they have a plan for
suicide, what the plan is, and attempt to remove anything that might be used
for self-harm, such as weapons or medications. First, understand there are many
potential means for self-harm and recommend you take reasonable steps to secure
the potential means of suicide while not putting yourself in harm's way. If you
are not able to secure the potential means of selfharm, or you have significant
concern about the individual's safety, then command and emergency services need
to be contacted.
18.51.1.3. Escort. After
asking about suicide and showing concern, the final step is to escort the
person to command, or a professional support agency that can provide
appropriate assistance. Do not leave him or her alone, or send the person alone
to a chaplain or mental health clinic as he or she may change his or her mind
on the way. At most bases, chaplains and mental health professionals are on
call through the command post, and evaluations can be conducted in local
emergency rooms if on-base services are not accessible. If an Airman reveals
that he or she is thinking about suicide, this is a life or death emergency and
command must be contacted. If a distressed Airman will not agree to go with
you, you should contact your chain of command or emergency services for help to
ensure the person's safety.
18.51.2. Understanding the appropriate steps
to suicide risk prevention and the available Air Force approved resources can
aid in saving the career and life of a fellow Airman. Engage the Airman to
understand the problem. Utilize leadership to support safety and good
decision-making. In non-crisis situations utilize resources such as chaplain
services, Military Family Life Counselors or Military One Source. If an Airman
is in crisis utilize emergency services including Air Force, local civilian or
national resources, 911, emergency room, mental health clinic or Military
Crisis Line (1-800-273-8255) to provide professional support to an Airman in
distress.
Section 18H
Posttraumatic Stress Disorder (PTSD)
18.52. Posttraumatic Stress
Disorder Components.
Understanding the difference between
operational stress and Post Traumatic Stress Disorder (PTSD) is important. Most
individuals who experience a traumatic event in an operational environment will
have some reaction and some signs of stress' like problems with sleep or
troublesome memories; however, the majority of individuals exposed to a
traumatic event will not develop PTSD. PTSD is a complex mental health
diagnosis made by trained professionals for individuals meeting specific
diagnostic criteria. Prolonged or repeated exposures to stressful or traumatic
events increase the chance of stress reactions, and if over looked or untreated
can lead to mental health symptoms to include recurrent and unwanted thoughts,
images and dreams, exaggerated startle response, and avoidance of situations or
activities that remind the individual of aspects of the traumatic event. PTSD
also causes persistent mood symptoms, including feelings of depression, foreshortened
sense of the future, and an inability to express the full range of emotions.
This latter symptom is often noticed by friends and family members who are more
likely to notice a mood or behavioral change in the individual with PTSD. Since
the dawn of time, people have experienced traumatic events and many have the
skills and resources to deal with them. For this reason most stress reactions
resolve on their own or with minimal assistance, especially when identified
early. Therefore, the benefit to the individual, unit and mission is to
recognize and respond to stressors and stress-related symptoms proactively when
they are present in the unit or individual. However, do not assume that simply
because someone has been exposed to trauma, they will inevitably develop PTSD.
If symptoms from a traumatic event emerge, they usually emerge within the first
30 days of the trauma and for someone to develop delayed onset PTSD in the
absence of any initial symptoms is unusual. Some of the symptoms of PTSD you might
notice in yourself or your wingmen are listed below. Depending on many factors,
like the severity and number of exposures, for a small subset of individuals,
stress reactions do not resolve on their own, and symptoms of PTSD may develop.
The Diagnostic and Statistical Manual5 defines PTSD by eight criteria: (1)
stressor (there must be a traumatic incident the person was exposed to); (2)
intrusive symptoms (the person persistently re-experiences the event); (3)
avoidance (the person attempts to avoid reminders of the event); (4) negative
alterations in cognitions (thoughts) and mood; (5) alterations in arousal and
reactivity (like irritability, easy startle and sleep difficulties); (6)
duration (persistence of symptoms greater than one month); (7) functional
significance (impact to functional areas (e.g., social, occupational)); and (8)
exclusion (disturbance not due to medication, substance use or other illness).
As with most mental health diagnoses, other conditions must first be ruled-out
before a diagnosis of PTSD can be made. This includes the effects of
medication, alcohol or a co-existing medical condition that shares some of the
symptoms of PTSD.
18.53. PTSD Incidence.
New rates of diagnosed PTSD continue to
remain relatively low (under 1%) among total force Airmen, but differ by gender
and career group. Women are twice as likely to be diagnosed with PTSD as men,
and specific career fields show elevated rates of PTSD, including special
investigators, medical, and support personnel. Deployment is a risk factor for
PTSD because deployment increases the likelihood of exposure to trauma.
However, an important note is that most people who develop PTSD experience a
non-combat trauma such as interpersonal violence which can occur in a number of
different environments.
18.54. Prevention.
The prevention of PTSD occurs by fostering
resilient coping responses to stress. The more psychologically capable the
individual is to withstand a stressful situation, the less likely that
individual is to develop PTSD. An internal locus of control, the belief that
and commitment to life values, and a supportive peer network are all factors
that bolster the stress response and enable Airmen to go through trauma without
negative consequences. Further, the ability to recognize stress reactions and
intervene when they are present is important in the prevention of PTSD and
other mental health issues. This is based on the theory that preparation for
trauma helps to insulate the individual and gain a sense of control or mastery
over the environment. Deploying Airman receive just in time training on stress
reactions, psychological first aid, and referral resources through online
Pre-Deployment mental health training (in Advanced Distributed Learning
Service). Additionally, post deployment training (currently provided by
installation mental health staff) focuses on the reintegration back into home
life and work after a deployment and how to recognize stress reactions and
symptoms that can remain or emerge following a deployment where there have been
potentially traumatic experiences. Critical to the prevention of PTSD is for
leaders to clearly communicate mission details and expectations to the extent
possible so that deploying Airmen can anticipate their deployment experiences
and practice adaptive coping responses prior to exposure to trauma. Preparation
also helps Airman evaluate the possible difficulties they may experience during
deployment and develop a plan for managing those difficulties before they
occur.
18.54.1. Risk and Protective
Factors.
18.54.1.1. There are many factors that can
make an individual more vulnerable to negative effects of traumatic experiences
and to eventually develop PTSD. Some of these include ongoing life stresses,
lack of social support, history of a psychiatric disorder/or family history of
one, and past stresses like prior combat exposure, and even childhood history
of abuse. Each individual has different personal strengths and resilience
skills that help him or her deal with traumatic experiences. Therefore, each
unit is a sum of these strengths and each deployed unit should capitalize on
these strengths. Understanding your personal strengths and vulnerabilities and
those of the others in your unit allows you to intervene early after a
traumatic event and seek out the support needed for resolving stress reactions.
Remember, risk factors or even exposure to horrific events do not equal a
diagnosis of PTSD.
18.54.1.2. Effective unit leadership is a
critical factor in preventing PTSD. A cohesive unit with solid leadership,
clear operational goals, and frequent communication can reduce risk. Leadership
which stresses and Airmen who practice good self-care (getting regular and
adequate sleep, eating a balanced diet, and having adequate time for rest and
relaxation) along with the use of positive stress management skills can help
reduce operational stress and decrease the risk of PTSD. Informed leaders can
actively impact their units to reduce the risk of PTSD and other related
problems to their Airmen by ensuring they are engaged and working as a team.
18.54.2. Operational
Stress Reactions.
Operational stress reactions can be
experienced by both individuals exposed to a traumatic event or those
individuals/units with a high operational tempo where the requirements of
battle have kept them from having adequate downtime. Stress reactions may be
evident in different forms and may range from mild to severe. Below are some of
the reactions to be aware of to ensure early intervention.
18.54.2.1. Physical signs like rapid
breathing or shortness of breath, feeling dizzy, headaches, feeling nauseated,
profuse sweating or sweaty palms, and rapid heart rate.
18.54.2.2. Mental signs like sleep
disturbance, poor attention and concentration, poor problem solving, confusion,
hyper-vigilance, and nightmares.
18.54.2.3. Emotional signs like irritability
and blaming others, fear or anxiety, feeling overwhelmed, feeling guilt,
denial, agitation, and feelings of sadness (depressed mood).
18.54.2.4. Behavioral signs like withdrawal,
change in communication, increased alcohol consumption, change in appetite,
emotional outbursts, jumpiness or being easily startled, and suspiciousness.
18.54.3. Psychological
First Aid.
Psychological first aid is designed to reduce
the initial distress caused by a traumatic event and can be used for ongoing
operational stress where individuals may exhibit stress reactions.
Psychological first aid supports individuals with stress reactions by teaching
adaptive coping and recovery skills that can easily be implemented.
For individuals whose stress reactions aren t
resolving in a short period of time, additional support from Mental Health or
the Combat & Operational Stress Control unit should be encouraged. Tenets
of psychological first aid include the following:
18.54.3.1. Safety. Provide
a physically and emotionally safe place (as the operational environment allows)
for individuals to recuperate emotionally following a traumatic event. This may
be as simple as designating a tent/shelter away from the incident with food,
water and a place to relax.
18.54.3.2. Needs. Learn
what the Airmen's needs and concerns are by listening to them with compassion
and responding with a calm voice. Are they worried about someone? Do they want
to make a phone call?
18.54.3.3. Availability. Make
yourself available. For example, offer to go to the gym, dining facility, play
games, morale tent, or just be there to talk/listen.
18.54.3.4. Support. Encourage
Airmen to stay connected with peers and social support, this maybe in the
deployed setting or at home.
18.54.3.5. Coping. Provide
basic coping skills that empower others to make decisions for one's self and
restoration back to normal state. Lead by example using self-care mentioned
earlier.
18.54.3.6. Services. Finally,
link individual with supportive services, if needed. These include Chaplains,
first sergeants, or Mental Health.
18.54.4. Pre-Exposure
Preparation.
18.54.4.1. The goal of Pre-Exposure
preparation is to enhance resilience through anticipating and understanding
normal responses to unusual stressors which might include exposure to battle or
a mass accident scene with human casualties. Individuals are better prepared,
are calmer and feel more in control when they have some advance knowledge of
what to expect on scene and what stress reactions are normal and to be
expected. Pre-Exposure preparation focuses on preparing Airmen for a particular
mission or incident by providing relevant (and sometimes graphic) details
applicable to the probable upcoming mission or situation. In preparing Airmen
for a mission, PreExposure preparation training will educate the Airman on
three key steps to support successful performance under stress by: (1) Being
aware of the individual s functioning and changes in functioning (such as
changes in their behavior, sleep, or mood); (2) Identifying and practicing
positive stress management behaviors (such as getting proper sleep, nutrition,
and exercise); and (3) Avoiding unhelpful coping behaviors (such as excessive
alcohol usage, poor sleep or eating practices, etc). Pre-Exposure preparation
should be tailored to the unit and specific mission in order to be relevant and
effective.
18.54.4.2. Units that have a moderate or
higher chance of exposure to traumatic events as part of their duties can
enhance their psychological resilience and risk of operational stress with the
following preparation principles:
18.54.4.2.1. Engage in
Realistic Training. Get Airmen ready for the tasks they will perform
in the operational environment. Train using simulated or
actual exposure to realistic events, such as body handling, survival training,
and mock captivity training, as appropriate for the unit's mission.
18.54.4.2.2. Strengthen
Perceived Ability to Cope. Feeling competent to do one's job in an
operational environment is critical. Discuss reasons for
realistic training. Enhance the individual's sense of competency by training to
the point until the Airmen feels competent and has gained a sense of mastery.
If possible, include the teaching of coping skills during operational training
in order to increase the likelihood that the Airmen will use those skills when
needed.
18.55. Treatment.
Today, there are treatments available for
PTSD that have been demonstrated through rigorous scientific research to be
high effective. These are referred to as Evidence-Based Treatments. The Air
Force has supported training in two EvidenceBased Treatments by requiring
training in one or more Evidence-Based Treatments during mental health residency
programs in psychiatry, psychology, and social work. Direct accession providers
receive training in Evidence-Based Treatments during their first assignment
through a collaborative arrangement with the Center for Deployment Psychology.
The two Evidence-Based Treatments that are taught to all mental health
providers in the United States Air Force are: (a) Cognitive Processing Therapy;
and (b) Prolonged Exposure. These are among the Evidence-Based Treatments that
have been recommended as first-line treatment of PTSD by the Veterans
Affairs/Department of Defense Clinical Practice Guidelines based on a detailed
review of the scientific literature. Typical treatment protocols include 10-12,
weekly sessions with a trained provider in a supportive, therapeutic environment.
Most research indicates that Evidence-Based Treatments reduces PTSD symptoms by
approximately 50% and that this improvement is sustained over several months to
years. In many cases, Airmen diagnosed with PTSD and treated with
Evidence-Based Treatments will lose the PTSD diagnosis and will notice that
symptoms either disappear entirely, or are sub-threshold and do not interfere
with quality of life. If properly treated, the majority of Airmen diagnosed
with PTSD never require a medical board.
Section 18I
Stress Management
18.56. Stress Defined.
18.56.1. At some point in your life, you have
probably experienced stress. Long work days, increased deployments, and
financial issues are just a few of the things that can make you feel stressed.
The frequency of stress and the significant negative effect stress can have on
people and organizations make this a major concern of enlisted leaders at all
levels. The importance at the organizational level is because stress can
negatively affect performance, organizational effectiveness, and mission
accomplishment. On a personal level, experiencing stress over an extended
period of time can lead to health problems and affect your overall quality of
life. Therefore, the importance is to personally and professionally recognize
stress and to learn how to manage stress effectively.
18.56.2. Stress is a dynamic concept that
dates back to earlier this century. According to Jerrold S. Greenberg in his
book Comprehensive Stress Management, the concept of
stress is based on the research of two individuals named Walter Cannon and Hans
Selye. Cannon, a physiologist at Harvard Medical School, was the first person
to describe the body's reaction to stress. He identified this reaction as a
response to a perceived threat that prepared the body for flight or fight.
Later research conducted by Selye, an endocrinologist widely regarded as the
father of stress research, concluded that the body's reaction to stress was the
same regardless of whether the source was good or bad, positive or negative. He
also provided us with a useful definition of stress. According to Selye, stress
can be defined as the nonspecific response of the body to any demand for
change. The demand in Selye's definition is commonly called a stressor.
18.56.3. A stressor can be more accurately
defined as any factor (demand) that has the potential to cause stress. This
factor can be positive, such as getting promoted, or negative, such as getting
fired. The causes of stress is from either positive or negative factors. Selye
labeled the stress experienced from positive factors eustress. Eustress results
from exhilarating experiences and is the stress of winning and achieving. He
labeled the stress experienced from negative factors distress.
Distress includes the stress of losing,
failing, overworking, and not coping effectively. When you start to feel
stressed out, distress is usually the type of stress you are feeling.
18.56.4. We are in daily contact with many
types of stressors. For the most part, we can categorize them into two major
areas: organizational stressors and extra-organizational stressors.
18.56.4.1. Organizational stressors are the
type of factors experienced in the work environment. For Airmen today, that
could range from short-notice deployments to hazardous working conditions.
Imagine how you would feel if your commander informed you that you would deploy
in a week, or how you might feel if your work environment was bombarded with
loud noises all day. If these types of situations regularly happen to you and you
have not developed effective ways to cope with them, you could experience
stress.
18.56.4.2. Extra-organizational stressors are
the type of factors experienced outside the work environment. Three major
extra-organizational stressors are family, marital, and financial issues.
Family and marital issues can run the gamut from minor illness to conflicting
roles in the family to a death in the family. Similarly, financial problems can
run from the minor to the catastrophic. These types of stressors are important
because while they usually occur outside of the duty section, if not properly
managed, they can affect performance at work.
18.56.5. How do you know if you are stressed?
Stress reactions appear in four different categories: cognitive, emotional,
behavioral, and physical. The key to recognizing stress is to know understand
what is normal for you so that you can recognize when something has changed.
The combined presence of symptoms determines the degree of the problem.
Indicators (Figure 18.6) may be isolated
reactions or combinations among the four categories. Finally, the duration,
frequency, and intensity of the symptoms could make dealing with stress
difficult.
18.56.6. Being able to recognize the symptoms
of stress is important, not only for yourself, but for your Airmen, as well.
The earlier you identify what stress does to your body and state of mind, the
earlier you can employ stress reduction techniques.
Figure 18.6. Common Symptoms of
Stress.
|
Cognitive |
Emotional |
Behavioral |
Physical |
|
Memory Problems |
Apathy |
Appetite changes |
Frequent illness |
|
Inability to concentrate |
Anxiety |
Increased arguments |
Headaches |
|
Poor judgment |
Depression |
Increased smoking |
High blood pressure |
|
Seeing only the negative |
Irritability |
Neglecting self-care |
Increased heart rate |
|
Anxious or racing thoughts |
Job dissatisfaction |
Social withdrawal |
Physical exhaustion |
|
Constant worrying |
Memory problems |
Substance abuse |
Sleep disturbances |
|
Mental fatigue |
Violence |
Weight gain/loss |
18.56.7. Stress management programs and
methods vary, but they all tend to have common goals. Individual stress
management methods aim at strengthening your ability to manage stressors and
the stress response. Organizational stress management methods aim more at
altering potential stressors themselves. Because organizational and
extra-organizational stressors are interrelated and influence each other,
attention to both stress management methods is vitally important.
18.57. Individual Stress Management Methods:
18.57.1. Planning.
You can reduce stress by identifying
potential stressors before they cause problems. Once you identify stressors,
you can develop strategies to avoid their effects while achieving your goals.
For example, if you are stressed by crowds and long lines, don t plan to visit
the commissary on or just after payday. If you get extremely upset when you are
recalled in the middle of the night, having the latest recall roster and
procedures readily available at all times may help reduce the amount of stress
you feel. While planning can t prevent stress that occurs as an event is
happening, planning is extremely valuable in preventing stress before a
stressor occurs.
18.57.2. Time Management.
Not having enough time to complete a task can
be a significant stressor for some people. If time management is an issue for
you, you can reduce stress by using effective time management skills and tools,
like developing a task list and prioritizing tasks.
18.57.3. Overload
Avoidance.
For most people to eliminate, or at least
reduce, the effects of overload-related stressors is relatively simple. For a
start, identify and avoid busy work, delegate or empower others when possible,
learn to say no, and attempt to negotiate unreasonable deadlines.
18.57.4. Relaxation.
Relaxation can help you manage stress and
stay alert, energetic, and productive. When you relax, you reduce mind and body
tension. By incorporating relaxation skills into your daily routines, you can
train your body to respond differently to stress. Relaxation techniques, such
as meditation, reading, and listening to music, can improve your heart rate,
regulate your blood pressure, and decrease your respiratory rate. If you are
experiencing stress in your life, taking the time to relax can reduce the
negative effects of stress on your health.
18.57.5. Exercise and Good
Nutrition.
Regular exercise combined with a healthy diet
is an effective stress management technique. Exercise can provide an outlet for
excess energy and tension caused by stress. Eating nutritious foods ensures
your body has the nutrients needed to manage stress, and helps prevent
overeating. Exercising and eating a balanced diet help your body become more
resistant to the negative results of stress, such as high blood pressure, heart
attacks, and frequent illness.
18.57.6. Strong Social
Support Networks.
Having a strong social support network such
as family, friends, social clubs, peers etc. can help you manage
stress. Being able to discuss your problems with people who care about you
and your wellbeing can help reduce your stress by giving you a more positive
outlook, suggest solutions to your problems, or just listen. Just talking about
your problems and letting them out can help release any built-up tension and
may make you see the situation or problem more clearly.
18.58. Organizational Stress Management Methods. As
an Airman or a supervisor, your approach to dealing with stress can help reduce
your and your subordinates' stress levels. You can begin by identifying potential
stressors in the work environment and developing strategies to remove or reduce
them. Here are a few examples of organizational stress management methods you
can use:
18.58.1. Job Design.
If you identify potential sources of stress
associated with tasks, ask yourself if there is a need for each task and if the
task is feasible. Eliminate the task if not needed. If the task is feasible,
ask yourself how important job design is and prioritize. If your job requires
you and/or your subordinates to work long hours, consider using elements of job
enrichment, like giving adequate time off or periodic breaks to help reduce
potential stress. If within your power restructure the job to better
accommodate individual needs and the abilities of your Airmen to help reduce
stress and enhance productivity.
18.58.2. Improving the
Work Environment.
Numerous physical factors within a work
environment can be potential stressors. Some of these stressors cannot be
eliminated, but you may be able to reduce them. Examine such environmental
factors as temperature, noise, light levels, and make necessary improvements.
18.58.3. Improving
Organizational Communication.
A lack of information can be a significant
stressor. As a supervisor, you should do your best to keep your subordinates
informed about anything that could impact their lives. In addition, you should
practice good communication skills, like active listening, being open minded
and avoiding prejudging, and humility. These skills not only will help reduce
stress, but also promote trust, cooperation, and teamwork within the work
center.
18.58.4. Personnel
Selection and Job Placement.
Having the wrong person in a job position can
create a great deal of stress for the individual and others. When possible, you
should carefully match individuals to a position they are qualified for based
on their skills, level of experience, and rank. In the military, this might not
be the easiest thing to do, but you should keep in mind the potential
stress-related benefits of having the right person in the right position.
18.58.5. Workplace
Conflict.
Having conflict with co-workers can cause
serious stress within the work center. Look for ways to help resolve any issues
you or subordinates may have with others. Sit down and talk with the person
with whom you are having conflict with, listen to their point of view and
understand what the other person is saying, communicate your point of view in a
calm and professional way, and try to come to an agreement or compromise. If
the conflict can t be resolved amongst yourselves you may need to have a
mediator to help resolve the issue.
18.58.6. Substance Abuse
Programs.
Sometimes stress can cause people to resort
to excessive amounts of alcohol and/or drugs which can have a dramatically
negative effect on mission, morale, and readiness. All supervisors are
responsible and accountable for managing substance abusers in accordance with
applicable directives and getting them the help they need.
Section 18J
Redeployment Support Process
18.59. Purpose.
The positive and sustained care, control, and
discipline of each Airman is the purpose of the redeployment support process.
The goal is to ensure personnel readiness throughout the air and space
expeditionary force cycle by providing timely support for our military members
and their families. Redeployment support is an ongoing process, not a
homecoming event. The intent is to provide continuous, integrated support from
the area of responsibility to home station and to assist in the transition from
the deployed environment to family life and work site.
18.60. Recovery.
After periods of arduous duty and protracted
periods of deployment, a lengthy respite from the deployment environment has a
beneficial effect on an individual s psychological and physical status. An immediate
recovery period also provides time for the returning Airman to tend to personal
needs neglected during lengthy periods away from home. Each major command is
responsible for establishing and publishing personnel recovery (leave, passes,
attribution, and retention) policies for returning combat forces. See AFI
36-3003, Military Leave Program, for guidance.
18.61. Reconstitution.
Although recovery is important to support
returning forces as they transition back to their normal environment, they also
must be reconstituted for further deployment possibilities, including surge
requirements. This process entails planning that will return units back to full
combat capability in a short time. While there is no one correct rule set for
reconstitution planning, consideration must be given to prioritizing and
restoring levels of consumables expended during the crisis, and recovering lost
training. Every base/unit must assess their own situation based on such
variables as the magnitude, duration, and intensity of a crisis, consumption
rates, and the type of deployment location (fixed versus austere base). See AFI
10401, Air Force Operations Planning and Execution, for
further guidance on reconstitution.
18.62. Scope.
The Air Force redeployment support process
applies to deployed area of responsibility and home stations. All personnel
deployed to an area of responsibility, to continental United States locations
in support of contingencies, and to remote assignments are included. Key
determinants for participation are lengthy family separation and significant
family related stressors prior to reintegration. Community Action Information
Board and Integrated Delivery System helping agencies complete specified
activities to support redeployed Regular Air Force, Air National Guard, Air
Force Reserve, military and civilian personnel, their family members, and units
during the air and space expeditionary force cycle. Readjustment from duty in
the area of responsibility requires structured recovery time and activities for
members and families prior to leave or temporary duty.
18.63. Redeployment Support
Process Timeline.
Figure 18.7 provides a template for commander
responses and actions, and Community Action Information Board and Integrated
Delivery System members' activities at the critical redeployment, recovery,
reintegration, and reconstitution junctures. Subsequent sections provide
detailed information on roles and responsibilities.
Figure 18.7. Redeployment
Support Timeline.

18.64. Home Station Community
Action Information Board and Integrated Delivery System Agency
Responsibilities.
Figure 18.7 outlines the air and space
expeditionary force cycle, and specifies commander and Community Action
Information Board or Integrated Delivery System agency critical juncture
activities. The Air and Space Expeditionary Force Online (https://aef.afpc.randolph.af.mil/default.aspx) is a critical source of
deployment information, education, and training.
18.64.1. Personnel
Readiness.
Personnel readiness begins reintegration, and
develops the reception station. Personnel readiness will ensure procedures are
established to account for members returning from deployments. These procedures
will be incorporated into installation reconstitution planning and the
installation deployment plan. Returning units and individuals will in-process
with the installation personnel readiness element within 2 duty days of
redeployment day. The installation personnel readiness element will update the
date of return to home station for all individuals in Deliberate and Crisis
Action Planning and Execution Segments on the date of notification of return
according to AFI 36-3802, Personnel Readiness Operations.
18.64.2. Chaplain Service.
Chaplain Corps members support personnel,
families, and base populations during contingencies according to AFI 52-104, Chaplain Service Readiness. At home station following
deployment, chaplain service members provide follow-up support, reintegration
and reunion ministries, and other programs to strengthen families and enhance
individual spiritual health. Post-deployment services at Air Force Reserve
Command wings will be coordinated with the reserve wing deployment support
program point of contact.
18.64.3. Airman and Family
Readiness Center.
18.64.3.1. The Airman and Family Readiness
Center provides mobility and deployment assistance to help single and married
Department of Defense personnel and families meet predeployment, deployment,
and post deployment challenges, according to AFI 36-3009, Airman
and Family Readiness Centers. Services help reduce stress and deal with
separation and reintegration, increase individual and family morale and unit
cohesion, and support operational readiness.
18.64.3.2. Airman and Family Readiness
Centers use electronic media and hard copies to help develop reintegration
educational material and provide materials support to the chaplain and mental
health services in the area of responsibility.
18.64.3.3. During deployments, Airman and
Family Readiness Center staffs tailor support to commanders, units, and
families; work with local school authorities and teachers to help them
understand stressors unique to children of deployed military; provide a myriad
deployment support programs; and distribute commercial, printed materials
addressing deployment. Upon request, one-on-one counseling is available. The
Airman and Family Readiness Center staff provides support to the parents and
siblings of single Airmen.
18.64.3.4. Post deployment assistance is
linked to pre-deployment activities, particularly early intervention to educate
families, single members, and units on concerns related to reunion and
reintegration. The Airman and Family Readiness Center staff monitors family
coping skills, assists potential at-risk families, and collaborates with
Community Action Information Board and Integrated Delivery System agencies to
ensure smooth family reunions.
18.64.4. Force Support
Squadron and Family Member Program Protocols.
These protocols help bases respond to
increased childcare needs during contingencies and during the Air and Space
Expeditionary Force cycle, in accordance with AFI 34-144, Child
and Youth Programs. Childcare providers receive training on caring for
children who are experiencing family separation and reintegration, or whose
parents are working extended hours.
18.65. Conclusion.
This chapter began with the Air Force Fitness
Program. Next, the chapter included information on exercising and proper
nutrition to create a healthy lifestyle. This chapter included information on
substance abuse, tobacco use, medical care, suicide prevention, PTSD, stress
management, redeployment and Airman and Family Readiness Center programs. Air
Force policy is to ensure Air Force members and their families are physically
fit and of sound mind and body to enhance mission accomplishment.
Chapter 19
SECURITY
Section 19A
Overview
19.1. Introduction. The purpose of security is to never permit the enemy to
acquire unexpected advantage The lethal consequences
of enemy attack make the security of friendly forces a paramount concern.
Security applies to all members of the Air Force at all times. In certain
positions, Airmen are required to handle classified information; at other
times, Airmen may be required to serve in a foreign country. Such is the
diversity of security. This chapter covers information assurance, installation
security, and antiterrorism. These topics are essential to the Air Force
mission and the security of all resources. Along with information presented in
Chapters 5, Emergency Management Program, and 6, Standards of Conduct, this
information helps ensure Air Force forces are prepared to face any adversary.
Section 19B
Information Assurance
19.2. Information Assurance:
19.2.1. Information assurance refers to the
measures that protect and defend information and information systems by
ensuring their availability, integrity, confidentiality, authentication, and
non-repudiation. These measures include providing for restoration of
information and information systems by incorporating protection, detection, and
reaction capabilities.
19.2.2. The Air Force implements and
maintains the information assurance program to secure information and
information technology assets. The Air Force achieves these objectives through
the effective employment of its core information assurance disciplines of
computer security, communications security, and TEMPEST (formerly known as
emissions security).
19.3. Computer Security:
19.3.1. Definition.
Computer security consists of measures and
controls that ensure confidentiality, integrity, and availability of
information systems assets including hardware, software, firmware, and
information being processed, stored, and communicated.
19.3.1.1. Limited Authorized Personal Use.
Government-provided hardware and software are for official use and limited
authorized personal use only. Limited personal use must be of reasonable
duration and frequency that have been approved by the supervisors and do not
adversely affect performance of official duties, overburden systems or reflect
adversely on the Air Force or the Department of Defense.
19.3.1.2. All personal use must be consistent
with the requirements of Department of Defense 5500.7-R, Joint Ethics
Regulation.
19.3.1.3. Internet-based capabilities are all
publicly accessible information capabilities and applications available across
the Internet in locations not owned, operated, or controlled by the Department
of Defense or the Federal Government. Internet-based capabilities include
collaborative tools such as simple notification service, social media,
user-generated content, social software, e-mail, instant messaging, and
discussion forums (e.g., YouTube, Facebook, MySpace, Twitter, Google Apps,
etc.).
19.3.1.4. When accessing Internet-based
capabilities using Federal Government resources in an authorized personal or
unofficial capacity, individuals shall comply with operations security guidance
(AFI 10-701, Operations Security) and shall not
represent the policies or official position of the Air Force or Department of
Defense.
19.3.2. Information
Systems.
An information system is a discrete set of
information resources organized for the collection, processing, maintenance,
use, sharing, dissemination or disposition of information. Note: Information
Systems also include specialized systems such as industrial/process controls
systems, telephone switching and private branch systems, and environmental
control systems.
19.3.3. Countermeasures.
Every Air Force information system has
vulnerabilities (system security weaknesses) and is susceptible to exploitation
(to gain access to information or disrupt critical processing). A
countermeasure is any action, device, procedure, or technique that meets or
opposes (i.e. counters) a threat, vulnerability or attack by eliminating,
preventing, or minimizing damage, or by discovering and reporting the event, so
corrective action(s) can be taken.
19.3.4. Threats.
Not all threats to our national security are
conventional in nature. Threats include, but are not limited to any
circumstance or event with the potential to adversely impact organizational
operations (including mission, functions, image, or reputation), organizational
assets, individuals, other organizations, or the Nation through an information
system via unauthorized access, destruction, disclosure, modification of
information and/or denial of service.
19.3.5. Malicious Logic
Protection.
The Air Force must protect information
systems from viruses and other forms of malicious logic by using a combination
of human and technological countermeasures to ensure the protection is
maintained throughout the lifecycle of the information system.
19.3.5.1. Infection. The
invasion of information systems applications, processes, or services by a virus
or malware code causing the information system to malfunction.
19.3.5.2. Detection. A
signature or behavior-based antivirus system that signals when an anomaly
caused by a virus or malware occurs.
19.3.5.3. Reaction. If
you are notified of a virus or malware detection, immediately notify your
information system security officer and follow local procedures.
19.3.6. General Protection
of Information Systems.
All authorized users must protect information
systems against tampering, theft, and loss. Protection from insider and
outsider threats occurs by controlling physical access to the facility and data.
19.3.6.1. Ensure user access to information
system resources and information is based upon their security clearance and
need to know. Ensure protection of applicable unclassified, sensitive, and/or
classified information using encryption according to the applicable Federal
Information Processing Standard (FIPS) 140-2, Security
Requirements for Cryptographic Modules.
19.3.6.2. Protect against casual viewing of
information. Place devices that display (or output) classified and sensitive
information in a location that deters unauthorized individuals from reading the
information. Ensure buildings and rooms that contain information systems are
locked during non-duty hours. Classified information systems should be stored
in a General Services Administration approved safe or in buildings or areas
cleared for open storage of classified.
19.3.7. Removable Media
Control.
Storage media includes, but is not limited
to, compact discs, external storage drives, and universal serial bus drives
(memory sticks, jump drives, pen drives, etc.). These devices have memory
storage capability and are categorized as removable media. Because of the
capacity of their memory storage and their portable nature, these devices pose
an increased risk of data tampering, theft, or loss. At a minimum, personnel
must use these preventive measures:
19.3.7.1. Safeguard, mark, and label
removable media according to the requirements for the highest level of
information ever contained on the media using applicable information security
guidance.
19.3.7.2. Report loss or suspected loss of
removable media containing sensitive information according to applicable
information security guidance from your local security manager or information
systems security officer.
19.3.7.3. Clear, sanitize, or destroy
removable media used to store sensitive information before releasing to
unauthorized personnel or outside Department of Defense or Air Force control.
Contact your local information systems security officer for guidance and
procedures.
19.3.7.4. Use your local security guidance
before attaching any removable media or storage device to an information system.
19.3.7.5. Do not use disguised removable
media or storage devices. Air Force policy defines disguised as a device
designed to look like anything other than removable media or a storage device
(for example, watch, pen, flashlight, etc.).
19.3.8. Mobile Computing
Devices.
Mobile computing devices are information
systems such as portable electronic devices, laptops, smartphones, and other
handheld devices that can store data locally and access Air Force managed
networks through mobile access capabilities. While many mobile computing
devices may have specific security policy and procedures governing their use,
all of these devices should follow the same basic requirements.
19.3.8.1. All wireless systems (including
associated peripheral devices, operation systems, applications, network
connection methods, and services) must be approved prior to processing
Department of Defense information. The information systems security officer
will maintain documented approval authority and inventory information on all
approved devices.
19.3.8.2. All mobile computing devices (not
assigned or in use) must be secured to prevent tampering or theft.
19.3.8.3. Users of mobile devices will sign a
detailed user agreement outlining the responsibilities and restrictions for use.
19.3.9. Public Computing
Facilities or Services.
Do not use public computing facilities or
services (Internet caf's and kiosks, hotel business centers, etc.) to process
government-owned unclassified, sensitive, or classified information. Public
computing facilities or services include any information technology resources
not under your private or United States governmental control. Use of these
resources to access Web-based government services (Outlook messaging software,
Web applications, etc.) constitutes a compromise of login credentials and must
be reported as a security incident according to the current Air Force guidance
on computer security.
19.4. Communications Security.
Communications security refers to measures
and controls taken to deny unauthorized persons information derived from
information systems of the United States government related to national
security and to ensure the authenticity of such information systems.
Communications security protection results from applying security measures
(i.e., crypto security, transmission security, and emission security) to
communications and information systems generating, handling, storing,
processing, or using classified or sensitive information, the loss of which
could adversely affect the national security interest. Communications security
also entails applying physical security measures to communications security
information or materials.
19.4.1. Cryptosecurity.
Cryptosecurity is a component of
communications security resulting from the provision and proper use of
technically sound cryptosystems.
19.4.2. Transmission
Security.
Transmission security is a component of
communications security resulting from the application of measures designed to
protect transmissions from interception and exploitation by means other than
cryptoanalysis. Examples of transmission security measures include using
secured communications systems, registered mail, secure telephone and facsimile
equipment, manual cryptosystems, call signs, or authentication to transmit
classified information.
19.4.3. Physical Security.
Physical security is the part of
communications security resulting from the use of all physical measures
necessary to safeguard communications security material from access by
unauthorized persons. Physical security measures include the application of
control procedures and physical barriers. Physical security also ensures
continued integrity, prevents access by unauthorized persons, and controls the
spread of communications security techniques and technology when not in the
best interest of the United States and allies of the United States. Common
physical security measures include verifying the need to know and clearance of
personnel granted access, following proper storage and handling procedures,
accurately accounting for all materials, transporting materials using
authorized means, and immediately reporting the loss or possible compromise of
materials.
19.5. TEMPEST (formerly known
as Emissions Security).
TEMPEST is protection resulting from all measures taken to deny
unauthorized persons information of value that may be derived from the
interception and analysis of compromising emanations from crypto equipment,
information systems, and telecommunications systems. The objective of emissions
security is to deny access to classified and, in some instances, unclassified
information that contain compromising emanations within an inspectable space.
The inspectable space is considered the area in which it would be difficult for
an adversary with specialized equipment to attempt to intercept compromising
emanations without being detected. TEMPEST countermeasures
(classified/unclassified equipment separation, shielding, grounding, etc.) are
implemented to reduce the risk of compromising emanations escaping the
inspectable space. The TEMPEST countermeasures must be validated by the
Certified TEMPEST Technical Authority prior to any classified processing in the
facility.
Section 19C
Installation Security
19.6. Operations Security:
19.6.1. Operations
Security Defined:
19.6.1.1. Operation security is a process of
identifying, analyzing, and controlling critical information indicating
friendly actions associated with military operations and other activities to:
19.6.1.1.1. Identify those actions that
can be observed by adversary intelligence systems.
19.6.1.2.2. Determine what specific
indications could be collected, analyzed, and interpreted to derive critical
information in time to be useful to adversaries.
19.6.1.3.3. Select and execute measures
that eliminate or reduce to an acceptable level the vulnerabilities
of friendly actions to adversary exploitation.
19.6.1.2. Operation security is closely
integrated and synchronized with other influence operations capabilities to
protect operations and is not a collection of specific rules and instructions
that can be applied to every operation.
19.6.2. Purpose.
The purpose of Operation security is to
reduce the vulnerability of Air Force missions by eliminating or reducing
successful adversary collection and exploitation of critical information.
Operation security applies to all activities that prepare, sustain, or employ
forces during all phases of operations.
19.6.3. Operational
Context.
Operational effectiveness is enhanced when
commanders and other decision makers apply Operation security from the earliest
stages of planning. Operation security involves a series of analyses to examine
the planning, preparation, execution, and post execution phases of any
operation or activity across the entire spectrum of military action and in any
operational environment. Operation security analysis provides decision makers
with a means of weighing the risk to their operations. Decision makers must
determine the amount of risk they are willing to accept in particular
operational circumstances in the same way as operations risk management allows
commanders to assess risk in mission planning.
19.6.4. Signature
Management Methodology Defined:
19.6.4.1. Signature management is the active
defense or exploitation of operational profiles resident at a given military
installation. Defense of operational profiles is accomplished by implementing
protective signature management measures to deny adversary collection of
critical information.
19.6.4.2. Base profiling is a process within
signature management that identifies the local operating environment and captures
process points that present key signatures and profiles with critical
information value. This process is the deliberate effort to identify functional
areas and the observables they produce to contribute to the overall signature
of day-to-day activities and operational trends.
19.6.5. Implementing
Operation Security.
Air Force forces can be under observation at
their peacetime bases and locations, in training or exercises, while moving, or
when deployed to the field conducting actual operations. Operation security
methodology provides systematic and comprehensive analysis designed to identify
observable friendly actions that could reveal intentions or capabilities. Air
Force units utilize the base profiling process to identify vulnerabilities and
indicators of their day-to-day activities. With this understanding, Air Force
operation security program managers use the signature management methodology to
apply measures and/or countermeasures to hide, control, or simulate
indicators. Therefore, operation security principles must be integrated
into operational, support, exercise, and acquisition planning. Operation
security is incorporated into day-to-day activities to ensure a seamless
transition to contingency operations. The operation security process consists
of five distinct steps:
19.6.5.1. Identify critical information.
19.6.5.2. Analyze threats.
19.6.5.3. Analyze vulnerabilities.
19.6.5.4. Assess risk.
19.6.5.5. Apply appropriate operation
security countermeasures.
19.6.6. Operation Security
Indicators.
Operation security indicators are friendly,
detectable actions, and open-source information that can be interpreted or
pieced together by an adversary to derive critical information. The five basic
characteristics of operation security indicators that make them potentially
valuable to an adversary include:
19.6.6.1. Signatures. This
characteristic of an indicator is identifiable or to stand out.
19.6.6.2. Associations. The
relationship of an indicator to other information or activities.
19.6.6.3. Profiles. Each
functional activity generates their own set of more-or-less unique signatures
and associations. The sum of these signatures and associations is the
activity's profile.
19.6.6.4. Contrasts. Any
differences observed between an activity's standard profile and most recent or
current actions.
19.6.6.5. Exposure. Refers
to when and for how long an indicator is observed. The longer an indicator is
observed, the better chance an adversary can observe the indicator and form
associations and/or update the profile of operational activities.
19.7. Information Security.
All personnel in the Air Force are
responsible for protecting classified information and controlled unclassified
information under their custody and control.
19.7.1. Classified
Information. Information shall be classified only to protect national
security. There are three levels of classification: Top Secret, Secret, and
Confidential. Information may only be classified by either original
classification or derivative classification. Each individual is responsible for
providing the proper safeguards for classified information, reporting security
incidents, and understand the sanctions for noncompliance.
19.7.1.1. Top Secret. Top
Secret shall be applied to information the unauthorized disclosure of which
reasonably could be expected to cause exceptionally grave damage to the
national security that the original classification authority is able to
identify or describe.
19.7.1.2. Secret. Secret
shall be applied to information the unauthorized disclosure of which reasonably
could be expected to cause serious damage to the national security that the
original classification authority is able to identify or describe.
19.7.1.3. Confidential.
Confidential shall be applied to information the unauthorized disclosure of
which reasonably could be expected to cause damage to the national security
that the original classification authority is able to identify or describe.
19.7.1.4. Original
Classification. Original classification is the initial decision by an
original classification authority that an item of information could reasonably
be expected to cause identifiable or describable damage to the national
security subjected to unauthorized disclosure and requires protection in the
interest of national security. Only officials designated in writing may make
original classification decisions.
19.7.1.5. Derivative
Classification. Air Force policy is to identify, classify, downgrade,
declassify, mark, protect, and destroy classified information consistent with
national policy. Controlled unclassified information will also be protected per
national policy, DoDM 5200.01, Volumes 1 and 4, Department
of Defense Information Security Program: Overview,
Classification, and Declassification, February 24, 2012 and DoDM 5200.01,
Volume 2 and 3, Department of Defense Information Security
Program, February 24, 2012, Incorporating Change 2, March 19, 2013, Department of Defense Information Security Program, and AFI
16-1404, Air Force Information Security Program, provide
the guidance for managing classified information and controlled unclassified
information. Within the Department of Defense all cleared personnel are
authorized to derivatively classify information provided they have received
initial training before making derivative classification decisions and
refresher at least once every 2 years. Derivative classification is the
incorporating, paraphrasing, restating, or generating classified information in
a new form or document and is not photocopying or otherwise mechanically or
electronically reproducing classified material. Derivative classifiers must use
authorized types of sources for making decisions. One of the most important
responsibilities of derivative classifier is to observe and respect the
classification determinations made by an original classification authority.
19.7.1.6. Marking
Classified Information. All classified information shall be clearly
identified by marking, designation, or electronic labelling in accordance with
DoDM 5200.01, Vol 2, Department of
Defense Information Security Program: Marking of
Classified Information. Markings are used to:
19.7.1.6.1. Alert holders to the presence of
classified information.
19.7.1.6.2. Identify, as specifically as
possible, the exact information needing protection.
19.7.1.6.3. Indicate the level of
classification assigned to the information.
19.7.1.6.4. Provide guidance on downgrading
(if any) and declassification.
19.7.1.6.5. Give information on the sources
of and reasons for classification.
19.7.1.6.6. Notify holders of special access,
control, or safeguarding requirements.
19.7.1.6.7. Promote information sharing,
facilitate judicious use of resources, and simplify management through
implementation of uniform and standardized processes.
19.7.1.7. Specific Markings
on Documents. Every classified document must be marked to show the
highest classification of information contained within the document. The
marking must be conspicuous enough to alert anyone handling the document that
the document is classified. Every document will contain the overall
classification of the document, portion markings indicating the classification
level of specific classified information within the document, the originating
office, date of origin, and downgrading instructions, if any, and
declassification instructions. The three most common markings on a classified
document are the banner lines, portion markings, and the classification
authority block.
19.7.1.7.1. Banner Lines. Are
conspicuously placed at the top and bottom of the outside of the front cover
(if any), title page (if any), first page, and on the outside of the back cover
(if any or last page of each classified document. These markings are usually
centered on the page. Examples of Banner Markings in DoDM 5200.01, Volume 2, DoD Information Security Program: Marking of
Classified Information for an illustration.
19.7.1.7.2. Portion Marks. Every
subject, title, paragraph, section, tab, attachment, classified signature
block, bullets, tables and pictures in every classified document shall be
marked to show the highest level of classification contained within the
document. Use these symbols in uppercase letters to indicate the highest
classification level in the portion: (TS) for Top Secret, (S) for Secret, and
(C) for Confidential. Examples of Portion Markings in DoDM 5200.01, Volume 2, Department of Defense Information Security Program: Marking of Classified Information, for illustration.
19.7.1.7.3. Classification
Authority Block. This block appears on the face of each classified
United States document unless otherwise stated in DoDM 5200.01, Volumes 1-4.
There are two types of classification authority blocks. One is used by an
original classifier and the other by a derivative classifier. Original
classification authority block will contain a: Classified By (name of
classifier), Reason, Downgrade To (if any), and Declassify On line. Refer to
DoDM 5200.01, Volume 2, Department
of Defense Information Security Program: Marking of
Classified Information, for an illustration of an Originally Classified
Document. Derivative classification authority block will contain a: Classified
by (name of classifier), Derived From (identify sources), Downgrade To (if any)
and Declassify On lines. Refer to DoDM 5200.01, Volume 2, Department of Defense Information
Security Program: Marking of Classified Information,
for an illustration of an Derivatively Classified Document.
19.7.1.8. Challenges. Personnel
should submit challenges of classification to their security manager or the
classifier of the information if substantial reason exists to indicate the
document has been classified improperly or unnecessarily
19.7.1.9. Safeguarding. Everyone
who works with classified information is personally responsible for taking
proper precautions to ensure that unauthorized persons do not gain access to
classified information. There are two primary types of protection that must be
employed at all times: (1) store the information using approved means; or (2)
having it under the personal observation and control of an authorized
individual.
19.7.1.9.1. Access to
Classified Information. Before granting access to classified
information the person must have: (1) security clearance eligibility; (2) a
signed Standard Form 312, Classified Information
Non-Disclosure Agreement; and (3) a need-to-know. The individual's
responsibility with authorized possession, knowledge, or control of the
information is to determine whether the person receiving the information has
been granted the appropriate security clearance access by proper authority.
19.7.1.9.2. Protection
When Under Personal Observation or Control. An authorized person shall
keep classified material removed from storage under constant surveillance. The
authorized person must place coversheets on classified documents not in secure
storage to prevent unauthorized persons from viewing the information. The
following forms will be used to cover classified information outside of
storage: Standard Form 703, Top Secret, Standard Form
704, Secret, and Standard Form 705, Confidential.
19.7.1.9.3. End-of-Day
Security Checks. Use Standard Form 701, Activity
Security Checklist, to record the end of the day security check if you are
appointed to conduct the check. This form is required for any area where
classified information is used or stored. Ensure all vaults, secure rooms, and
containers used for storing classified material are checked.
19.7.1.9.4. Security
Incidents Involving Classified Information. Anyone finding classified
material out of proper control must take custody of and safeguard the material
and immediately notify his or her commander, supervisor or security manager.
The terms associated with security incidents are formally defined DoDM 5200.01
Volume 3. The following general characterizations are provided:
19.7.1.9.4.1. Infraction. An
infraction is a security incident involving failure to comply with requirements
which cannot reasonably be expected to, and does not, result in the loss,
suspected compromise, or compromise of classified information. An infraction
may be unintentional or inadvertent and does not constitute a security
violation, if left uncorrected, can lead to security violations or compromises.
Infraction requires an inquiry to facilitate immediate corrective action but
does not require an in-depth investigation.
19.7.1.9.4.2. Violation. Violations
are security incidents that indicate knowing, willful, and negligent for
security regulations, and result in, or could be expected to result in, the
loss or compromise of classified information. Security violations require an
inquiry and/or investigation.
19.7.1.9.4.3. Compromise. A
compromise is a security incident (more specifically, a violation) in which
there is an unauthorized disclosure of classified information (i.e., disclosure
to a person(s) who does not have a valid clearance, authorized access, or a
need to know).
19.7.1.9.4.4. Loss. A
loss occurs when classified information cannot be physically located or
accounted for (e.g., classified information/equipment is discovered missing
during an audit and cannot be immediately located).
19.7.1.9.5. Data Spills.
Classified data spills occur when classified data is introduced either onto an
unclassified information system or to an information system with a lower level
of classification, or to a system not accredited to process data of that
restrictive category.
19.7.1.9.6. Information
Appearing in the Public Media. If classified information appears in
the public media, including on public Internet sites, or if approached by a
representative of the media, personnel shall be careful not to make any
statement or comment that confirms the accuracy of or verifies the information
requiring protection. Immediately report the matter to your supervisor,
security manager, or commander, but do not discuss with anyone who does not, in
the case of classified information, have an appropriate security clearance and
need to know.
19.7.2. Controlled
Unclassified Information.
In addition to classified information,
certain types of unclassified information also require application of access
and distribution controls and protective measures for a variety of reasons.
Such information is referred to collectively as controlled unclassified
information. Requirements, controls, and protective measures developed for
Department of Defense controlled unclassified information (i.e., For Official
Use Only), (Law Enforcement Sensitive, Department of Defense Unclassified
Controlled Nuclear Information, and LIMITED DISTRIBUTION) as well as some of
those developed by other Executive Branch agencies are found in DoDM 5200.01
Volume 4. The originator of a document is responsible for determining at
origination whether the information may qualify for controlled unclassified
information status. Before provided to the public all Department of Defense
unclassified information must be reviewed and approved for release.
19.7.2.1. For Official Use
Only Information. For official use only information is the most
commonly used controlled unclassified information category in the Air Force and
Department of Defense. For official use only information is a dissemination
control applied by the Department of Defense to unclassified information when
disclosure to the public of that particular record, or portion thereof, would
reasonably be expected to cause a foreseeable harm to an interest protected by
one or more of the Freedom of Information Act Exemptions 2 through 9. Refer to
DoDM 5200.01, Volume 4, Department
of Defense Information Security Program: Controlled Unclassified Information for
additional information on Freedom of Information Act exemptions.
19.7.2.2. Marking For Official Use Only information. Information
that has been determined to qualify for official use only status shall be
indicated by markings.
19.7.2.2.1. Each document will identify the
originating office to allow someone receiving the document to contact the
office if questions or problems about the designation or marking arise.
19.7.2.2.2. FOR OFFICIAL USE ONLY or
UNCLASSIFIED//FOR OFFICIAL USE ONLY will be marked at the bottom of the outside
of the front cover (if there is one), the title page, the first page, and the
outside of the back cover (if there is one).
19.7.2.2.3. Internal pages shall be marked
FOR OFFICIAL USE ONLY. If internal pages contain UNCLASSIFIED//FOR OFFICIAL USE
ONLY or UNCLASSIFIED// For Official Use Only information the marking must
appear at both the top and bottom.
19.7.2.2.4. Subjects, titles, and each
section, part, paragraph, or similar port shall be marked using the
parenthetical notation (For Official Use Only) or (U// For Official Use Only if
it contains For Official Use Only information).
19.7.2.3. Access to For
Official Use Only. No person may have access to information designated
as For Official Use Only information unless they have a valid need for access
in connection with the accomplishment of a lawful and authorized Government
purpose. The final responsibility for determining whether an individual has a
valid need for access to information designated for official use only status rests
with the individual who has authorized possession, knowledge, or control of the
information.
19.7.2.4. Protection of
For Official Use Only. During work hours, reasonable steps shall be taken
to minimize the risk of access by unauthorized personnel, i.e. not leaving for
official use only status information unattended where unauthorized personnel
are present. After working hours, store the information in unlocked containers,
desks, or cabinets if the building is provided security by Government or
Government-contract personnel. If building security is not provided or deemed
inadequate, store the information in locked desks, file cabinets, bookcases, or
locked rooms.
19.8. Personnel Security:
19.8.1. The Personnel Security Program
entails policies and procedures that ensure military, civilian, and contractor
personnel who access classified information or occupy a sensitive position are
consistent with interests of national security. It involves the
investigation process, adjudication for eligibility, and the continuous
evaluation for maintaining eligibility. Commanders and supervisors must
continually observe and evaluate their subordinates with respect to these
criteria and immediately report any unfavorable conduct or conditions that come
to their attention that might bear on the subordinates' trustworthiness and
eligibility to occupy a sensitive position or have eligibility to classified
information.
19.8.2. The Department of Defense Central Adjudication
Facility is the designated adjudicative authority to grant, deny, and revoke
security clearance eligibility. Eligibility is adjudicated using the Department
of Defense 13 Adjudicative Guidelines while applying the whole person concept
and mitigating factors. Individuals are granted due process and may appeal if
the security clearance eligibility is denied or revoked. Refer to the AFI
31-501, Personnel Security Program Management for details.
19.8.2.1. The Department of Defense 13
Adjudicative Guidelines include the following topic areas:
19.8.2.1.1. Allegiance to the United States.
19.8.2.1.2. Foreign Influence.
19.8.2.1.3. Foreign Preference.
19.8.2.1.4. Sexual Behavior.
19.8.2.1.5. Personal Conduct.
19.8.2.1.6. Financial Considerations.
19.8.2.1.7. Alcohol Consumption.
19.8.2.1.8. Drug Involvement.
19.8.2.1.9. Psychological Conditions.
19.8.2.1.10. Criminal Conduct.
19.8.2.1.11. Handling Protected Information.
19.8.2.1.12. Outside Activities.
19.8.2.1.13. Use of Information Technology.
19.8.3. All personnel with clearance
eligibility are subject to continuous evaluation. This requires reporting post
investigation information that falls within the Department of Defense 13
Adjudicative Guidelines to the security manager.
19.8.3.1. The Commander will report all
continuous evaluation information related to the 13 Adjudicative Guidelines to
the Department of Defense Central Adjudication Facility via the security
manager.
19.9. Industrial Security:
19.9.1. Policy.
Air Force policy is to identify in classified
contracts specific government information and sensitive resources that must be
protected against compromise or loss while entrusted to industry. AFI 31-601, Industrial Security Program Management, assigns functional
responsibilities and establishes a system of review that identifies outdated,
inappropriate, and unnecessary contractual security requirements. Policy also
outlines and provides guidance for establishing on-base integrated contractor
visitor groups.
19.9.2. Scope.
The security policies, requirements, and
procedures identified in AFI 31-601 are applicable to Air Force personnel and
on-base Department of Defense contractors performing services under the terms
of a properly executed contract and associated security agreement or similar document,
as determined appropriate by the installation commander.
19.10. Integrated Defense
Program:
19.10.1. The Air Force Integrated Defense
Program is the integration of multidisciplinary active and passive, offensive
and defensive capabilities, employed to mitigate potential risks and defeat
adversary threats to Air Force operations within the base boundary and the base
security zone. These threats include, but are not limited to, terrorist,
insiders, criminals, and foreign intelligence and security services. To
integrate Integrated Defense efforts with other Air Force capabilities to
achieve synergistic effects using an all-hazards approach is critical.
Potential hazards to an installation include, but are not limited to, chemical
biological radiological nuclear-high yield explosive attacks, natural and
man-made disasters, major accidents, and accidental or deliberate release of
hazardous materials, toxic industrial materials or chemicals (see AFPD 31-1, Integrated Defense). Integrated Defense is a fundamental battle
competency for all Airmen, whether garrison or deployed. The teaming of
Integrated Defense forces creates a united, seamless defense stronger than the
defensive efforts of individuals/or individual units. This effort ensures all
Airmen are trained to defend themselves and integrate into defense operations
while in garrison or deployed. Installation commanders determine the effects
required of Integrated Defense operations at Air Force installations based on a
four-step process that involves:
19.10.1.1. Determining and prioritizing the
criticality of installation assets.
19.10.1.2. Analyzing the threats and
operating environment.
19.10.1.3. Assessing the installation's
vulnerabilities to the threats.
19.10.1.4. Making prudent integrated defense
decisions based on the risk estimate. The integrated defense risk management
process is critical in order for the installation commander to make the best
use of limited resources and personnel available to execute the Integrated Defense
mission.
19.10.2. Integrated defense is an all-Airmen
program. However, Air Force Security Forces have enterprise lead in Integrated
Defense operations. The defense force commander synchronizes integrated defense
operations with emergency and consequence management activities articulated in
applicable Air Force and Department of Defense publications.
19.10.3. The goal of Integrated Defense is to
neutralize security threats within the base boundary and the base security zone
in order to ensure unhindered Air Force operations. Through Integrated Defense,
commanders must: (1) minimize mission degradation from threat activity within
the base boundary and coordinate necessary security operations support within
the base security zone when the base security zone is not congruent with the
base boundary; (2) minimize loss of life and injury from threat activity; and
(3) protect government property and personnel from hostile and criminal acts.
19.10.4. Integrated Defense does not stand
alone to protect personnel and resources; planners create an effective security
program by coordinating with other Department of Defense and Air Force
programs. Furthermore, the protection and defense of air bases requires the
coordinated effort of emergency management, antiterrorism, and other mission
support function forces under the mission assurance umbrella. This coordinated
planning provides a seamless progression of mission assurance programs and
completes the installation's defense in depth picture.
19.10.5. Joint
Publications define the base boundary as a line that delineates the surface
area of a base for the purpose of facilitating coordination and deconfliction
of operations between adjacent units, formations, or areas. See Figure 19.1 for
an example of a base boundary configuration. Therefore, the base boundary is
not necessarily the base perimeter. Rather, the base boundary should be
established based upon the factors of mission, enemy, terrain and weather,
troops and support available, time available, civil considerations,
specifically balancing the need of the base defense forces to control key
terrain with their ability to accomplish the mission. These measures decrease
the likelihood of fratricide, prevent noncombatant casualties, and minimize
damage to the property of friendly civilians. Boundaries may not necessarily
coincide with the fenced perimeter, property lines or legal boundaries.
Nevertheless, while tactical considerations will ideally determine Integrated
Defense boundaries, the defense force commander will strictly adhere to legal,
jurisdictional, host nation constraints, commander's intent, and higher echelon
orders and directives when conducting operations within the base boundary.
19.10.6. The base
security zone is an Air Force unique concept and term to be used intraservice
only. The Air Force uses the planning term base security zone to describe the
area of concern around an air base and to support the establishment and
adjustment of the base boundary. The base security zone is the area outside the
base perimeter from which the base
Figure
19.1. Base Boundary Configuration may be
vulnerable from standoff threats (for example, mortars, rockets, man portable
aerial defense systems). The installation commander should identify the base
security zone and coordinate via the operational chain of command with local,
state, federal agencies (within the continental United States) or host nation
or area commander (outside the continental United States) for the base security
zone to be identified as the base boundary. If the base boundary does not
include all of the base security zone terrain, the installation commander is
still responsible for either mitigating (through coordination
with local, state, federal agencies (continental United States) or the area
commander or host nation (outside the continental United States) or accepting
the risks of enemy attack from the terrain outside the base boundary. The base
security zone, in the simplest terms, is the area from which a threat can
launch an attack against base personnel and resources or aircraft
approaching/departing the base. Air-minded forces must consider the base
security zone for planning constructs continental United States, outside the
continental United States, and at contingency locations. Threats vary in the
Integrated Defense continuum from peacetime to wartime, regardless of the
location of our installations.
19.10.6.1. Optimally, the base security zone
and the base boundary are the same, but that is not always the case. The base
security zone may, for planning purposes, incorporate more geographical area
than the base boundary. For example, there may be key terrain outside the base
boundary from which adversaries can impact air operations.
19.10.6.2. For terrain outside the base
boundary, but within the base security zone, the defense force commander should
coordinate with local, state, federal agencies (continental United States) or
host nation or area commander (outside the continental United States) to
conduct base defense tasks within the area. If these forces/agencies are not
available due to competing requirements, then the defense force commander
should coordinate via their operational chain of command with the appropriate
area commander to conduct the base defense task. When defense forces operate
outside the base boundary, the appropriate area of operations commander should
exercise tactical control over those forces for base defense purposes only.
Joint and coalition forces entering the base boundary should inform the base
defense operations center before they enter, and monitor the base defense
operations center's communication net while operating in the area.
19.10.6.3. The base defense operations center
is the command and control center for Integrated Defense operations during
routine and emergency operations. The defense force commander will establish a
base defense operations center to coordinate and direct, via their operational
chain of command, the tactical control of Integrated Defense forces and
supporting capabilities. All functions performed by central security control,
the law enforcement desk, or other security forces control centers will be
performed by the base defense operations center at all locations, home station
and deployed.
19.11. Integrated Defense
Effects:
19.11.1. Commanders execute Integrated
Defense with the objective of achieving nine desired effects based on the risk
management process described in paragraph 19.12. Those effects are:
19.11.1.1. Anticipate. Anticipate
threat intentions and actions (Intelligence Preparation of the Operational
Environment or crime trend analysis).
19.11.1.2. Deter. Deter
threat activity through active community policing (e.g., Eagle Eyes Program),
boundary and internal circulation control, controlled area marking, prudent
physical security measures.
19.11.1.3. Detect. Detect
threats through the use of lighting, Intrusion Detection Systems/Early Warning
Systems, closed-circuit television, etc.
19.11.1.4. Assess. Assess
to identify friend or foe using cameras, posted sentries, response forces,
integrated delivery system, etc.
19.11.1.5. Warn. Warn
friendly forces of adversary activity through systems such as mass
notification, radio, public address, commander's access channels, voice, hand
and arm signals, cellular telephones, instant messenger/short message system
texting, etc.
19.11.1.6. Defeat. Defeat
threats through appropriate, progressive force application; coordinated
security force response; and integration of total force.
19.11.1.7. Delay. Delay
adversaries using a layered application of barriers, obstacles, technology,
physical security measures, and forces (defense-in-depth).
19.11.1.8. Defend. Defend
assets through threat- and effects-based planning that integrates all friendly
forces into a single, comprehensive plan by ensuring friendly forces are
trained and qualified on Arming and Use of Force. Also, ensure the fighting
positions are positioned where prudent based on risk analyses.
19.11.1.9. Recover. Recover
from adversarial events by applying effective command and control, and
developing and exercising comprehensive emergency management plan 10-2.
19.11.2. These effects are not randomly
applied to an installation instead they are deliberately achieved through
innovative and reliable tactics, techniques, and procedures based on the
Integrated Defense risk management process and analysis.
19.11.3. Ideally, defense forces receive such
good intelligence they are able to anticipate any and all threats. As this is
unlikely, attaining subsequent Integrated Defense desired effects is necessary.
For instance, it would be preferred to deter a threat; but if that does not
succeed, the next ideal effect would be to detect the threat. Once the threat
is detected, assessment by forces occurs. Friendly forces are then warned of
the threat and attempts are made to defeat, or eliminate, the threat. If the
threat cannot be defeated, it must be delayed. If not possible, defensive
measures must be taken to mitigate the effects of the threat. Recovery actions
are then implemented to consolidate and reorganize friendly forces and restore
operations.
19.11.4. The
intelligence fusion cell is an action group whereby the security forces staff
S-2 (intelligence) function coordinates with subject matter experts from the
Intelligence and Air Force Office of Special investigations communities to
collaborate and conduct intelligence preparation of the operational
environment. The goal is to leverage information and intelligence to support
the timely identification of indicators and warnings of emerging localized
threats. The intelligence fusion cell and the products of the fusion cells are
the primary information sources that directly support the defense force
commander in making immediate, proactive decisions for Integrated Defense
planning.
19.11.5. Intelligence
preparation of the battlefield/battlespace is an analytical methodology that
provides predictive intelligence to warfighters for use in planning and
executing operations. A systematic, four-step process, intelligence preparation
of the battlefield/battlespace's bottom line intent is to support operational
decisions by providing analyzed information regarding the threat and environment in a given set of circumstances. Intelligence preparation
of the battlefield/battlespace is the primary mechanism used to achieve the
Integrated Defense desired effect of anticipate. Furthermore, this analytical
methodology is a continuous process, enabling the commander to visualize: (1) the
spectrum of friendly and adversarial capabilities and weakness; (2) how they
are affected by a variety of environmental factors (for example; (3) weather,
light, terrain, political and social conditions), and (4) the logical
predictions of the most likely and most dangerous enemy course of action.
19.11.6. Intelligence preparation of the
battlefield/battlespace is a continuous, four-part process: (1) defines the
operating environment; (2) describes the operating environment's effects; (3)
evaluates the enemy; and (4) determines enemy course of action. The examples
below should be collected, analyzed, and applied to the tactical situation, as
a minimum.
19.11.6.1. Part 1. This
part is comprised of comprehensive lists, dispositions, and capabilities
(offensive and defensive) of tasked friendly forces and other forces (for
example, host nation military and police forces, local, state, national
agencies [continental United States] and host nation [outside the continental
United States]) that contribute to the security of the installation and are
available to contribute during enemy surges (for example, increased force
protection conditions; terrain and weather (including light data); and
background data on the operating environment to include history, demographics,
socioeconomic data, religious groups, etc. Incident and emergency response
plans should also be identified in Part 1 for later consideration during
war-gaming conducted during Intelligence Preparation of the Battlespace Part 4.
19.11.6.2. Part 2. Analyze
the data collected in Part 1 and describe how the factors affect operations,
equipment, and personnel. Whenever possible, use color-coded stoplight charts
that use green, yellow, and red coding to describe aspects of operations or
effects on personnel and equipment. For example, use mission capable (green),
partially mission capable (yellow), or non-mission capable (red).
19.11.6.3. Part 3. Collect
historical data and existing intelligence analyses (for example, Defense
Intelligence Agency country reports or Air Force Office of Special
Investigations defense threat assessments of the operating environment, or
other reports about adversaries capable of operating in the geographic area of
concern. Consider the capabilities and weaknesses of each specific group
without assuming that all enemy forces collaborate. Consider and analyze the
effects of the operating environment (gathered in Part 1 and analyzed in Part
2) on each individual adversary.
19.11.6.4. Part 4. Consider
all data collected in the previous three parts and make logical predictions of
enemy course of actions. For each adversary assessed to be present and capable,
establish a prediction of the most likely and most dangerous enemy course of
actions. Then, through a process of war-gaming, establish friendly courses of
action that would effectively meet the commander's intent in defeating the
predicted enemy course of actions.
19.12. Integrated Defense Risk
Management Process.
The integrated defense risk management
process provides installation commanders, integrated defense working groups,
defense force commanders and defense planners the ability to produce
effects-based, integrated defense plans by using a standardized model to
identify risks and develop risk management strategies. These strategies
leverage finite resources against adaptive threats to protect Air Force
resources and personnel. The integrated defense risk management process
identifies at risk assets and aids the integrated defense working groups in
generating the criticality assessment and the risk assessment products.
A risk reduction decision based on a clear understanding of what is important,
the estimated threat, and how the asset might be damaged/destroyed, is then
developed through a logical process involving asset criticality assessment,
threat assessment, and vulnerability assessment. The integrated defense risk
management process analyzes an installation's defense capabilities and provides
options to mitigate security risks, such as additional tactics, techniques, and
procedures, facility hardening, technology insertion, etc.
19.12.1. The integrated defense risk
management process has four main components: (1) the risk assessment (as
described above); (2) the risk tolerance decision; (3) courses of action
determination; and (4) decision and implementation. All four components are
directly influenced by the evolving situation monitored through the
Intelligence Preparation of the Battlespace cycle. As such, new information,
assessments, or decisions can be assimilated into the integrated defense risk
management process at any point, which may alter the execution of Integrated
Defense. These four components are performed in the following seven steps:
19.12.1.1. Step 1: Develop
the Criticality Assessment. The criticality assessment identifies
assets worthy of protection whose loss or damage would have a negative impact
on the mission. Fundamental to this evaluation is the criteria used to measure
asset value or consequence of loss. Typical criteria include mission
criticality, impact on national defense, replace-ability, monetary value, and
relative (or intrinsic) value.
19.12.1.2. Step 2 and Step
3: Develop the Threat Assessment and Vulnerability Assessment. Threat multiplied
by vulnerability determines the probability of loss (or damage) of the asset.
Threats are generally considered in terms of adversaries and their tactics (for
example, hackers, terrorists, criminals, protestors). To know if adversaries
pose a threat requires information about their operational capability,
intentions, activity, operating environment, and history. Vulnerabilities are
weaknesses that can be exploited by an adversary because of inadequate
security, lax or complacent personnel trends, vulnerable software or hardware,
and insufficient security policies or procedures. Note: Identification
and evaluation of existing threats and vulnerabilities are identified during
Parts 1 through 3 of the intelligence preparation of the operational environment
process and may be supplemented with other documents, such as antiterrorism
vulnerability assessments.
19.12.1.3. Step 4: Develop
the Risk Assessment. Once all previous assessments (criticality,
threat, and vulnerability) are completed and studied together to provide a
complete picture of the risks to an asset, the risk assessment can be
developed. A quantitative measurement of risk can be determined using the
following equation: risk = asset criticality multiplied by (threat multiplied
by vulnerability).
19.12.1.4. Step 5: Risk
Tolerance Decision. At this point in the integrated defense risk
management process, the commander may have enough data to enable an informed
risk tolerance decision. But if information required to assess risks is
deficient, a command critical intelligence requirement should be developed or
modified to guide the intelligence community's collection efforts. In today's
resource-constrained environment, some risks must be accepted. However, some
risks cannot be tolerated due to their frequency or severity of consequence.
The installation commander's intent for Integrated Defense will define the
level of tolerance. For risks exceeding the commander's tolerance level,
countermeasures will be developed in the next step to render these risks more
acceptable.
19.12.1.5. Step 6: Present
Countermeasure Courses of Action. This step presents and evaluates
options for reducing risks. While risks can be alleviated by reducing the
asset's criticality or mitigating the threat, eliminating vulnerabilities is
the area that can have the most impact on the installation commander's risk
tolerance decision. At this time, the integrated defense working group can
develop various countermeasure courses of action to remove or mitigate
vulnerabilities and reduce unacceptable risks. An estimate of risk reduction
(i.e., benefit of risk reduction) can be prepared, along with showing the costs
associated with courses of action implementation.
19.12.1.6. Step 7:
Decision and Implementation. This is the most important step in the
integrated defense risk management process. During this step, the installation
commander selects the course of actions that will bring the risks within
his/her tolerance level, and directs resources to implement the decision.
Closely tied with step 7 is continuous assessment. This feedback loop posits
that risk management is not an event or tangible product, but rather a
continuous cycle. The implementation of countermeasure courses of action will
sometimes change the installation's risk posture in unexpected or unintended
ways. By immediately identifying changes to the installation's critical assets,
threats and vulnerabilities, decision makers can continually refine the
installation's risk posture.
19.12.2. Integrated Defense provides flexible
planning and execution opportunities that allow owners/users of protection
level 1 (PL1) non-nuclear, protection level 2 (PL2), protection level 3 (PL3),
and protection level 4 (PL4) assets to become actively involved in the defense
of their areas.
19.12.3. The integrated defense risk
management process provides a more precise understanding of how the three risk
factors of threat, vulnerability and asset criticality relate to each other at
each installation. Understanding the relationships between these factors, as
well as continually analyzing the operating environment, assists commanders in
mitigating, accepting, and reducing risks to appropriate levels.
19.12.4. Operationalize force protection
intelligence in order to maintain optimal situational awareness throughout the
base boundary and base security zone. This can be accomplished for the defense
force commanders through the development of a robust intelligence/information
collaboration, analysis, and fusion capability.
19.13. Security Protection Levels:
19.13.1. Protection Level
1 (PL1).
PL1 is assigned to those resources for which
the loss, theft, destruction, misuse, or compromise would result in
unacceptable mission degradation to the strategic capability of the United
States or catastrophic consequences for the nation. Examples of PL1 resources
are nuclear weapons in storage, mated to a delivery system, or in transit;
designated command, control, and communications facilities; and aircraft
designated to transport the President of the United States. PL1 security must
result in the greatest possible deterrence against hostile acts. This level of
security will provide maximum means to detect and defeat a hostile force before
it is able to seize, damage, or destroy resources.
19.13.2. Protection Level 2
(PL2).
PL2 is assigned to resources for which the
loss, theft, destruction, misuse, or compromise would result in significant
mission degradation to the war fighting capability of the United States.
Examples of PL2 resources are nonnuclear alert forces; designated space and
launch systems; expensive, few in number, or one-of-a-kind systems or
facilities; and intelligence-gathering systems. PL2 security must result in
significant deterrence against hostile acts. This level of security will ensure
a significant probability of detecting and defeating a hostile force before PL2
is able to seize, damage, or destroy resources.
19.13.3. Protection Level
3 (PL3).
PL3 is assigned to resources for which the
loss, theft, destruction, misuse, or compromise would result in mission
degradation to the United States warfighting capability. Examples of PL3
resources are non-alert resources that can be generated to alert status, such
as F-16 fighters; selected command, control, and communications facilities,
systems, and equipment; and non-launch-critical or non-unique space launch
systems. PL3 security must result in a reasonable degree of deterrence against
hostile acts. This level of security ensures the capability to impede a hostile
force and limit damage to resources.
19.13.4. Protection Level
4 (PL4).
PL4 is assigned to operational or mission
support resources that directly or indirectly support power projection assess
and the war fighting mission for which the loss, theft, destruction, misuse, or
compromise would adversely affect mission capability. Examples of PL4 resources
are facilities storing Category I, II, or III sensitive conventional arms,
ammunition, and explosives; fuels and liquid oxygen storage areas; and Air
Force accounting and finance vault areas. PL4 resources are secured by
containing them in controlled areas with owners/users being responsible for
security. Security forces provide response to threats. This level of security
must reduce the opportunity for theft of or damage to resources.
Section 19D Antiterrorism
Program
19.14. Air Force Antiterrorism
Program Defined.
The program seeks to deter or limit the
effects of terrorist acts against the Air Force by giving guidance on
collecting and disseminating timely threat information, providing training to all
Air Force members, developing comprehensive plans to deter and counter
terrorist incidents, allocating funds and personnel, and implementing
antiterrorism measures.
19.15. Antiterrorism Training
and Exercises.
At least annually, commanders conduct comprehensive
field and staff training to exercise antiterrorism plans, to include
antiterrorism physical security measures, Continuity of Operations Program,
Critical Asset Risk Management and emergency management plans. Antiterrorism
training and exercises shall be afforded the same emphasis as combat task
training and executed with the intent to identify shortfalls affecting the
protection of personnel, assets and information against terrorist attack and
subsequent antiterrorism consequence management efforts. Antiterrorism, an area
of responsibility specific training, particularly pre-deployment training,
should include terrorism scenarios specific to the deployed location and based
on current enemy Tactics, Techniques, and Procedures, and lessons learned. Additionally,
the current baseline through force protection condition Charlie measures shall
be exercised annually at installations and selfsupported separate
facilities.
19.16. Threat Information
Collection and Analysis:
19.16.1. Commanders shall task the
appropriate organizations under their command to gather, analyze, and
disseminate terrorism threat information, as appropriate. To support the
commander, the Services should continuously ensure forces are trained to
maximize the use of information derived from law enforcement liaison,
intelligence, and counterintelligence processes and procedures. This includes
intelligence procedures for handling priority intelligence requests for
in-transit units as well as implementation of procedures to conduct
intelligence preparation of the space and mission analysis.
19.16.2. Identifying the potential terrorism
threat to Department of Defense personnel and assets and how the hazards affect
the mission is the first step in developing an effective antiterrorism program.
Commanders at all levels who understand the threat can assess their ability to
prevent, survive, and prepare to respond to an attack. A terrorism threat
assessment requires the identification of a full range of known or estimated
terrorist threat capabilities (including the use or threat of use of chemical,
biological, radiological, nuclear, or high-yield explosives and weapons of mass
destruction). In addition to tasking appropriate agencies to collect
information, commanders at all levels can and should encourage personnel under
their command to report information on individuals, events, or situations that
could pose a threat to the security of Department of Defense personnel,
families, facilities, and resources.
19.16.3. At the strategic level, the Deputy
Chief of Staff for Intelligence, Surveillance and Reconnaissance (Air Force/A2)
and the Director for Intelligence, Surveillance, and Reconnaissance Strategy,
Doctrine and Force Development (Air Force/A2D) is
responsible for ensuring the timely collection processing, analysis,
production, and dissemination of foreign intelligence, current intelligence,
and national-level intelligence information concerning terrorist activities,
terrorist organizations, and force protection issues. These efforts will focus
on, but not be limited to, transnational and statesponsored entities and
organizations. The Air Force Office of Special Investigations is the lead Air
Force agency for collection, investigation, analysis, and response for threats arising
from terrorists, criminal activity and foreign intelligence and security
services. Air Force Office of Special Investigations is primarily focused on
countering adversary intelligence collection activities against United States
forces and will act as the Air Force single point of contact with federal,
state, local and foreign nation law enforcement, counterintelligence, and
security agencies.
19.17. Department of Defense Random Antiterrorism
Measures Program.
Installation commanders shall develop and
implement a random antiterrorism measures program that will include all units
on the installation. The intent of the random antiterrorism measures program is
to provide random, multiple security measures that consistently change the look
of an installation's antiterrorism program. Random antiterrorism measures
introduce uncertainty to an installation s overall force protection program to
defeat surveillance attempts and make random antiterrorism measures difficult
for a terrorist to accurately predict our actions. The random antiterrorism
measures program shall be included in antiterrorism plans and tie directly with
all force protection condition (including force protection condition normal) to
ensure continuity and standardization should threats require Air Force-wide
implementation. Random antiterrorism measures times for implementation,
location, and duration shall be regularly changed to avoid predictability.
Random antiterrorism measures execution shall be broad based and involve all
units and personnel. Antiterrorism officers are required to monitor, track, and
analyze random antiterrorism measures implementation efforts. Installation
commanders will develop procedures to ensure random antiterrorism measures are
being conducted and reported to the Antiterrorism officers.
19.18. General Antiterrorism
Personal Protection.
Always keep a low profile and avoid
publicity. Avoid going out in large groups; be unpredictable. Vary daily
routines to and from home and work. Be alert for anything suspicious or out of
place. Avoid giving unnecessary personal details to anyone unless their
identity can be verified. Be alert to strangers who are on government property
for no apparent reason. Refuse to meet with strangers outside your workplace.
Always advise associates or family members of your destination and anticipated
time of arrival when leaving the office or home. Report unsolicited contacts to
authorities and do not open doors to strangers. Memorize key telephone numbers.
Be cautious about giving out information regarding family travel places or
security measures. When overseas, learn and practice a few key phrases in the
local language.
19.19. Home and Family Security.
Your spouses and children should always
practice basic precautions for their personal security. Familiarize your family
with the local terrorist threat, and regularly review protective measures and
techniques. Ensure everyone in the family knows what to do in any type of
emergency. Restrict the possession of house keys. Lock all entrances at night, including
the garage. Keep the house locked, even if you are at home. Destroy all
envelopes or other items that show your name, rank, or other personal
information. Remove names and rank from mailboxes. Watch for unfamiliar
vehicles cruising or parked frequently in the area, particularly if one or more
occupants remain in the vehicle for extended periods.
19.20. Telephone Security.
Post emergency telephone numbers on the
telephone and preprogram telephone numbers for security forces, local police,
fire department, hospitals, and ambulances. Do not answer your telephone with
your name and grade. Report all threatening phone calls to security officials
and the telephone company. Attempt to ascertain any pertinent information about
the caller.
For example, background noise, accent,
nationality, or location.
19.21. Travel Overseas.
When traveling overseas, travel in small
groups and try to be inconspicuous when using public transportation and
facilities. Dress, conduct, and mannerisms should not attract attention and be
generally similar to that worn by the people in the area. Avoid spontaneous
gatherings or demonstrations; stay away from known trouble. Know emergency
telephone numbers, local dialing instructions, and ensure family members carry
a list of telephone numbers with them at all times.
19.22. Suspicious Packages or
Mail.
Look for an unusual or unknown place of
origin; no return address; excessive amount of postage; abnormal size or shape;
protruding strings; aluminum foil; wires; misspelled words; differing return
address and postmark; handwritten labels; unusual odor; unusual or unbalanced
weight; springiness in the top or bottom; inflexibility; crease marks;
discoloration or oily stains; incorrect titles or title with no name; excessive
security material; ticking, beeping, or other sounds; or special instruction
markings, such as personal, rush, do not delay, or confidential on any packages
or mail received. Additionally, be vigilant for evidence of powder or other
contaminants. Never cut tape, strings, or other wrappings on a suspect package.
If the package has been moved, place the package in a plastic bag to prevent
any leakage of contents. If handling mail suspected of containing chemical or
biological contaminants, wash hands thoroughly with soap and water. Report
suspicious mail immediately and make a list of personnel who were in the room
when the suspicious envelope or package was identified.
19.23. Ground Transportation
Security.
Criminal and terrorist acts against
individuals usually occur outside the home and after the victim's habits have
been established. Your most predictable habit is the route you travel from home
to your place of duty or to commonly frequented local facilities. Always check
for tampering of the interior and exterior of your vehicle before entering the
vehicle. Also check the tires and trunk for fingerprints or smudges. If you
detect something out of the ordinary, do not touch anything. Immediately
contact the local authorities. When overseas, select a plain car. Avoid using government
vehicles when possible. Do not display decals with military affiliations and do
not openly display military equipment. Keep your doors locked at all times. Do
not let someone you do not know direct you to a specific taxi. Ensure taxi is
licensed and has safety equipment (seat belts at a minimum). Ensure face of
driver and picture on license are the same. Travel with a companion.
19.24. Commercial Air
Transportation Security Overseas.
Before traveling overseas, consult the
Department of Defense Foreign Clearance Guide Department of Defense 4500.54M,
available at fcg.pentagon.mil to ensure
you know and can meet all requirements for travel to a particular country. Get
an area of responsibility specific threat briefing from your security officer,
antiterrorism officers, or the appropriate counterintelligence or security
organization prior to traveling overseas. This briefing is required prior to
travel overseas and must occur within 3 months of travel. Use office symbols on
orders or leave authorization if the word description denotes a sensitive
position. Use military contractor United States flag carriers. Avoid traveling
through high-risk areas. Do not use rank or military address on tickets. Do not
discuss military affiliation. Have proper identification to show airline and
immigration officials. Do not carry classified documents unless absolutely
mission essential. Dress conservatively; do not wear distinct military items
(wear long-sleeved shirts if you have United States-affiliated tattoos). Carry
plain civilian luggage; avoid military-looking bags, or bags with logos or
decals.
19.25. Human Intelligence and
Counterintelligence.
Human Intelligence is a category of
intelligence derived from information collected and provided by human sources.
Human resources intelligence is also called Human Intelligence and is the
intelligence derived from the intelligence collection discipline that uses
human beings as both source and collectors, and where the human being is the
primary collection instrument. Counterintelligence is
information gathered and activities conducted to protect against espionage,
other intelligence activities, sabotage, or assassinations conducted by or on
behalf of foreign governments or elements thereof, foreign organizations or
foreign persons, or international terrorist activities.
19.25.1. Threat Areas:
19.25.1.1. Espionage. The
act of obtaining, delivering, transmitting, communicating, or receiving
information about national defense with intent or reason to believe the
information may be used to the injury of the United States or to the advantage
of any foreign nation.
19.25.1.2. Subversion. An
act or acts inciting military or civilian personnel of the Department of
Defense to violate laws, disobey lawful orders or regulations, or disrupt
military activities with the willful intent thereby to interfere with, or
impair the loyalty, morale, of discipline, of the Military Forces of the United
States.
19.25.1.3. Sabotage. An act or acts with intent to injure, interfere with, or
obstruct the national defense of a country by willfully injuring or destroying,
or attempting to injure or destroy, any national defense or war material,
premises, or utilities, to include human and natural resources.
19.25.1.4. Terrorism. The
calculated use of unlawful violence or threat of unlawful violence to inculcate
fear; intended to coerce or intimidate governments or societies in the pursuit
of goals that are generally political, religious, or ideological.
19.25.2. The Human
Intelligence Effort:
19.25.2.1. Interrogation. Interrogation
is the systematic effort to procure information to answer specific collection
requirements by direct and indirect questioning techniques of a person who is
in the custody of the forces conducting the questioning. Proper questioning of
enemy combatants, enemy prisoners of war, or other detainees by trained and
certified Department of Defense interrogators may result in information
provided either willingly or unwittingly.
19.25.2.2. Source
Operations. Designated and fully trained military Human Intelligence
collection personnel may develop information through the elicitation of
sources, to include: walk-in sources, who without solicitation make the first
contact with Human Intelligence personnel; developed sources that are met over
a period of time and provide information, based on operational requirements;
unwitting persons, with access to sensitive information.
19.25.2.3. Debriefing. Debriefing
is the process of questioning cooperating human sources to satisfy intelligence
requirements, consistent with applicable law. The source usually is not in
custody and usually is willing to cooperate. Debriefing may be conducted at all
echelons and in all operational environments. Through debriefing, face-to-face
meetings, conversations, and elicitation, information may be obtained from a
variety of human sources.
19.25.2.4. Document and
Media Exploitation. Captured documents and media, when properly
processed and exploited, may provide valuable information such as adversary
plans and intentions, force locations, equipment capabilities, and logistical
status. The category of captured documents and media includes all media capable
of storing fixed information to include computer storage material. This
operation is not a primary Human Intelligence function but may be conducted by
any intelligence personnel with appropriate language support.
19.25.3. Incident
Reporting.
AFI 71-101, Volume 4, Counterintelligence, requires
individuals who have reportable contacts or acquire reportable information to
immediately (within 30 days of the contact) report the contact or information,
either verbally or in writing, to Air Force Office of Special Investigations.
Contact means any exchange of information directed to an individual, including
solicited or unsolicited telephone calls, email, radio contact, and
face-to-face meetings. Examples include:
19.25.3.1. Contact for any reason other than
for official duties with a foreign diplomatic establishment, whether in the
United States or abroad.
19.25.3.2. A request by anyone (regardless of
nationality) for illegal or unauthorized access to classified or unclassified
controlled information.
19.25.3.3. Personal contact with an
individual (regardless of nationality) who suggests that a foreign intelligence
or any terrorist organization may have targeted him or her or others for
possible intelligence exploitation.
19.25.3.4. Information indicating military
members, civilian employees, or Department of Defense contractors have
contemplated, attempted, or effected the deliberate compromise or unauthorized
release of classified or unclassified controlled information.
19.25.4. Air Force Office
of Special Investigations Responsibility.
The Air Force Office of Special
Investigations initiates and conducts all counterintelligence investigations,
operations, collections, and other related activities for the Air Force. In the
United States, the Air Force Office of Special Investigations coordinates these
activities when appropriate with the Federal Bureau of Investigation.
Outside the United States, Air Force Office
of Special Investigations coordinates these activities with the Central
Intelligence Agency and the Federal Bureau of Investigation, as appropriate.
The Air Force Office of Special Investigations is also the installation-level
training agency for counterintelligence awareness briefings and is the sole Air
Force repository for the collection and retention of reportable information.
19.26. Protection of the
President and Others:
19.26.1. As a result of a formal agreement
between the Department of Defense and United States Secret Service, individuals
affiliated with the Armed Services have a special obligation to report
information to the Secret Service pertaining to the protection of the President
of the United States. This obligation is specified in AFI 71-101, Volume 2, Protective Service Matters.
19.26.2. Air Force members and civilian
employees must notify their commanders, supervisors, or the Air Force Office of
Special Investigations of information
concerning the safety of anyone under the protection of the United States
Secret Service. This includes the President and Vice President, the President-
and Vice President-elect, and visiting heads of foreign states or foreign
governments. Additionally former United States Presidents and their spouses for
their lifetimes, except that protection of a spouse shall terminate in the event
of remarriage unless the former President did not serve as President prior to
January 1, 1997, in which case, former Presidents and their spouses for a
period of not more than ten years from the date a former President leaves
office. The type of information to report includes:
19.26.2.1. Threats, incidents, or
demonstrations against foreign diplomatic missions (embassies, chanceries,
consulates) in the United States or territories of the United States and the
use or attempted use of bodily harm, assassination, or kidnapping as a
political weapon.
19.26.2.2. Civil disturbances which may
require the use of Federalized National Guard or United States military
personnel to maintain or restore public order.
19.26.2.3. United States citizens or
residents who have renounced or indicated a desire to renounce the United
States government and who are characterized by emotional instability, violent
anti-United States sentiment, or a propensity toward violence. Others who
should be reported are military members or civilian employees of the Armed
Forces being separated or discharged or retired who are deemed a threat by a
competent authority (installation or hospital commander).
19.26.3. The Air Force Office of Special
Investigations is the point of contact between the Air Force and the United
States Secret Service. Any information of interest to the United States Secret
Service that comes to the attention of Air Force commanders and supervisors
must be reported to the nearest Air Force Office of Special Investigations unit
as soon as possible.
19.27. Conclusion.
Security responsibility applies to all
members of the Air Force at all times. This chapter covered information
assurance, installation security, and force protection. These topics are
essential to the Air Force mission and to the security of all its resources.
All Air Force members must be versed in security principles, apply them to all
aspects of their work, and be conscious of how it affects their personal lives.
Proper security measures directly contribute to Air Force readiness.
Chapter 20
AIR FORCE KNOWLEDGE
Section 20A
Overview
20.1. Introduction.
Air Force knowledge is important because it
provides the framework of information required to understand the basic
infrastructure of the Air Force such as weapon systems, vocabulary, and some
Air Force heritage. In these few pages, you will find a small sampling of the
knowledge you will need to be a successful Airman. I encourage you to study the
priceless information contained in these pages as well as other sources such as
the Air University (http://www.au.af.mil/au/awc/awcgate/awc-ldr.htm). Understanding this Air Force
knowledge will give you the power to unleash the Airman inside you, live a career
of success, and leave a lasting legacy for future generations to follow. Section 20B Mission Design Series
20.2. Tail Flashes.
The majority of major commands require
assigned aircraft to hold identifiers as depicted in Technical Order 1-1-8, Application and Removal of Organic Coatings, Aerospace and
Non-Aerospace Equipment. The composite listing of unit identifiers are
identified in Table 20.1., and show past and current Air Force aircraft tail
unit identifiers. Table 20.1. Tail Flashes Unit Identifiers.
|
CODE |
AIRCRAFT |
UNIT/ LOCATION/ COMMAND |
|
AC |
F-16C/D |
177 FW Atlantic City, NJ (ANG) |
|
AF |
T-41D, TG-10C, TG-15A/B, UV-18B, T51A,
T-53A, TG-16A |
306 FTG USAF Academy, CO (AETC) |
|
AK |
F-16C/D |
354 FW Eielson AFB, AK (PACAF) |
|
KC-135R |
168 ARW Eielson AFB, AK (ANG) |
|
|
E-3, F-22, C-12F, C-17 |
3 WG Elmendorf AFB, AK (PACAF) |
|
|
F-22 |
477 FG Elmendorf AFB, AK (AFRC) |
|
|
C-17, C-130, HH-60 |
176 AW Elmendorf, AK (ANG) |
|
|
AL |
F-16C/D |
187 FW Dannelly Field, AL (ANG) |
|
AP |
T-1A, T-6 |
479 FTG Pensacola NAS, FL (AETC) |
|
AV |
F-16C/D |
31 FW Aviano AB, Italy (USAFE) |
|
AZ |
F-16C/D |
162 WG Tucson IAP, AZ (ANG) |
|
AZ |
MQ-1 |
162 WG, 214 RG, Davis Monthan AFB, AZ (ANG) |
|
BB |
U-2S, TU-2S, T-38A, RQ-4, MC-12 |
9 RW Beale AFB, CA (ACC) |
|
RQ-4 |
9 RW, Det 1, Anderson AB, Guam (ACC) |
|
|
RQ-4 |
9 RW, Det 4, Sigonella NAS, Italy (ACC) |
|
|
BD |
B-52H |
307 BW, Barksdale AFB, LA (AFRC) |
|
CA |
MQ-9 |
163 ATKW, March ARB, CA (ANG) |
|
F-15 |
144 FW, Fresno Airport, CA (ANG) |
|
|
CB |
T-1A, T-6, T-38C |
14 FTW Columbus AFB, MS (AETC) |
|
CH |
MQ-1, MQ-9 |
432 WG Creech AFB, NV (ACC) |
|
CO |
F-16C/D |
140 WG Buckley ANGB, CO (ANG) |
|
DC |
F-16C/D |
113 WG Andrews AFB, MD (ANG) |

|
CODE |
AIRCRAFT |
UNIT/ LOCATION/ COMMAND |
|
DM |
A-10C |
355 FW Davis-Monthan AFB, AZ (ACC) |
|
EC-130H |
55 WG, 55 ECG Davis-Monthan AFB, AZ (ACC) |
|
|
DY |
B-1B |
7 BW, Dyess AFB, TX (AFGSC) |
|
ED |
F-16C/D, B-1, B-2, B-52H, C-12, F-22, T-38 |
412 TW, Edwards AFB, CA (AFMC) |
|
EG |
F-35 |
33 FW Eglin AFB, FL (AETC) |
|
EL |
B-1B |
28 BW Ellsworth AFB, SD (AFGSC) |
|
EN |
T-6, T-38C |
80 FTW Sheppard AFB, TX (AETC) |
|
ET |
F-15C/E, F- 16C/D, A-10C, UH-1N |
96 TW Eglin AFB, FL (AFMC) |
|
FC |
UH-1N |
58 SOW, 336 TRG, Fairchild AFB, WA (AETC) |
|
FE |
UH-1N |
90 MW F.E. Warren AFB, WY (AFGSC) |
|
FF |
F-22 |
1 FW Langley AFB, VA (ACC) |
|
F-22 |
192 FW Langley AFB, VA (ANG) |
|
|
FL |
HC-130P, HH-60G |
920 RQW Patrick AFB, FL (AFRC) |
|
FM |
F-16C/D |
482 FW Homestead ARB, FL (AFRC) |
|
FR |
TH-1H |
58 SOW, 23 FTS Fork Rucker, AL (AETC) |
|
FT |
HH-60G, HC-130J |
23 WG, 563 RQG, Davis-Monthan AFB, AZ (ACC) |
|
A-10C, HC-130J, HH- 60G |
23 WG Moody AFB, GA (ACC) |
|
|
HH-60G |
23 WG, 563 RQG, Nellis AFB, NV (ACC) |
|
|
GA |
E-8C |
116 ACW Robins AFB, GA (ANG) |
|
E-8C |
461 ACW Robins AFB, GA (ACC) |
|
|
GF |
RQ-4 |
9 RW, 69 RG Grand Forks, ND (ACC) |
|
HH |
KC-135R, F-22, C-17 |
154 WG Hickam AFB, HI (ANG) |
|
C-17, F-22A |
15 AW Hickam AFB, HI (PACAF) |
|
|
HL |
F-16C/D, F-35A |
388 FW Hill AFB, UT (ACC) |
|
F-16C/D, F-35A |
419 FW Hill AFB, UT (AFRC) |
|
|
HO |
MQ-1, MQ-9 |
49 WG Holloman AFB, NM (ACC) |
|
ID |
A-10C |
124 FW Gowen Field, Boise ID (ANG) |
|
IN |
A-10C |
122 FW Fort Wayne, IN (ANG) |
|
JZ |
F-15C/D |
159 FW NAS JRB New Orleans, LA (ANG) |
|
KC |
A-10C |
442 FW Whiteman AFB, MO (AFRC) |
|
LA |
B-52H |
2 BW Barksdale AFB, LA (AFGSC) |
|
LF |
F-16C/D, F-35A |
56 FW Luke AFB, AZ (AETC) |
|
MA |
F-15C/D |
104 FW Barnes ANGB, MA (ANG) |
|
MD |
A-10C |
175 WG Warfield ANGB, MD (ANG) |
|
MI |
A-10C |
127 WG Selfridge ANGB, MI (ANG) |
|
MM |
UH-1N |
341 MW Malmstrom AFB, MT (AFGSC) |
|
MO |
F-15E |
366 FW Mountain Home AFB, ID (ACC) |
|
MT |
B-52H |
5 BW Minot AFB, ND (AFGSC) |
|
UH-1N |
91 MW Minot AFB, ND (AFGSC) |
|
|
NY |
MQ-9 |
174 ATKW Hancock Field, NY (ANG) |
|
OF |
OC/RC/TC/WC-135, E-4B |
55 WG Offutt AFB, NE (ACC) |
|
OH |
F-16C/D |
180 FW Toledo Express Airport, OH (ANG) |
|
CODE |
AIRCRAFT |
UNIT/ LOCATION/ COMMAND |
|
OK |
E-3B/C |
552 ACW Tinker AFB, OK (ACC) |
|
F-16C/D |
138 FW Tulsa Airport, OK (ANG) |
|
|
E-3B/C |
513 ACG Tinker AFB, OK (AFRC) |
|
|
OS |
A-10C, F-16C/D |
51 FW Osan AB, South Korea (PACAF) |
|
OT |
F-15C, F-16C/D |
53 WG 85 TES Eglin AFB, FL (ACC) |
|
A-10C, F-15C/D/E, F-16C/D, F-22, F-35 |
53 WG 422 TES Nellis AFB, NV (ACC) |
|
|
F-35 |
53 WG - 31 TES Edwards AFB, CA (ACC) |
|
|
B-1B |
53 WG 337 TES Dyess AFB, TX (ACC) |
|
|
B-52 H |
53 WG 49 TES Barksdale AFB, LA (ACC) |
|
|
RA |
T-1A, T-6, T-38C |
12 FTW Joint Base San Antonio, TX (AETC) |
|
SA |
F-16C/D |
149 FW Joint Base San Antonio, TX (ANG) |
|
SD |
F-16C/D |
114 FW Joe Foss Field, SD (ANG) |
|
SJ |
F-15E |
4 FW Seymour Johnson AFB, NC (ACC) |
|
SP |
F-16C/D |
52 FW Spangdahlem AB, Germany (USAFE) |
|
ST |
F-16C/D, F-15C/D, A-10C (Ground Trainers) |
82 TW Sheppard AFB, TX (AETC) |
|
SW |
F-16C/D |
20 FW Shaw AFB, SC (ACC) |
|
TX |
MQ-1 |
147 RW Ellington Field, TX (ANG) |
|
F-16C/D |
301 FW NAS Fort Worth JRB Carswell Field, TX (AFRC) |
|
|
TY |
F-22, T-38A |
325 FW Tyndall AFB, FL (AETC) |
|
VN |
T-1A, T-6, T-38C |
71 FTW Vance AFB, OK (AETC) |
|
WA |
A-10C, F-15C/D/E, F-16C/D, F-35 |
57 WG Nellis AFB, NV (ACC) |
|
WI |
F-16C/D |
115 FW Truax Field, WI (ANG) |
|
WM |
B-2, T-38A |
509 BW Whiteman AFB, MO (AFGSC) |
|
WP |
F-16C/D |
8 FW Kunsan AB, South Korea (PACAF) |
|
WW |
F-16C/D |
35 FW Misawa AB, Japan (PACAF) |
|
XL |
T-1A, T-6, T-38C |
47 FTW Laughlin AFB, TX (AETC) |
|
YJ |
C-12J, C-130H, UH-1N |
374 AW Yokota AB, Japan (PACAF) |
|
ZZ |
F-15C/D, E-3B/C, KC-135R, HH-60G |
18 WG Kadena AB, Japan (PACAF) |
20.3 - Mission Design Series
(MDS).
The MDS designator is an official Department
of Defense recognized alpha-numeric symbol designation of a military defense
aerospace vehicle. A standardized set of symbols, established by the Secretary
of Defense, are used for solely designating military defense aerospace vehicles
categorized as: aircraft (standard or non-standard), guided missiles, rockets,
probes, boosters, and satellites. The designator describes the aerospace
vehicle in two components where the components are separated by a dash. The
first component, comprised only of alpha characters, describes the mission of
the vehicle. The second component, comprised of both alpha-numeric characters, describes
the design number and design series of the vehicle.
Aerospace Vehicle Mission
Design Series Designators for Aircraft
Example: YF-22
|
Y =Status Prefix |
F = Basic Mission |
2 = Design Number |
2 = Design Number |
|
STATUS PREFIX |
MODIFIED MISSION |
BASIC MISSION |
VEHICLE TYPE |
|
G - Permanently Grounded J - Special test (temporary) N - Special test (permanent) X - Experimental Y - Prototype Z - Planning |
A - Attack C - Cargo/Transport D - Director E - Special Electronic
installation F - Fighter H - Search/Rescue K - Aerial Refueling L - Cold Weather M - Multi-mission O - Observation P - Patrol Q - Drone R - Reconnaissance S - Antisubmarine T - Trainer U - Utility V - Staff W - Weather |
A - Attack B - Bomber C - Cargo/Transport E- Special Electronic installation F - Fighter O - Observation P - Patrol R - Reconnaissance S - Antisubmarine T - Trainer U - Utility X - Research |
G - Glider H - Helicopter S - Space plane V - VTOL/STOL Z - Lighter-than-air |
|
Heritage of the Roundel |
|||
|
|
|
|
|
|
1906-1916 |
1918 1920 |
1917, 1921-1941 |
|
|
Used with and without white background
circle. In use at the time of the Mexican Border Campaign. |
The official American insignia during World
War I and began to be phased out in 1919. |
Introduced prior to the American entry into World War I and officially readopted after the war. |
|
|
|
|
|
|
|
1942-1943 |
1942-1943 |
1943 |
|
|
The red center of the 19211941 insignia was
removed unofficially in December 1941 and officially in May 1942 to avoid
confusion with Japanese insignia. |
Some aircraft in the European and
Mediterranean theaters unofficially incorporated a yellow surround in the
British style. |
Between 29 June and 14 August, the official national insignia incorporated white sidebars and an overall red surround. |
|
|
|
|
||
|
1943-1947 |
1947-Present |
||
|
The red surround of the official insignia
was quickly changed to a blue surround. During its 4 years of use, this
insignia appeared on more aircraft than all its predecessors combined. |
With the reorganization of the Defense Department and the creation of the United States Air Force, red bars were added to the official national insignia. |
||
|
|
|||
|
Low Visibility |
|||
|
Beginning in the late seventies low visibility markings have been introduced officially and unofficially on the aircraft of the United States Air Force and other services. These grey insignia appear in their various forms on the majority of aircraft in the United States Air Force inventory. |
|||
20.4. Current Weapon Systems,
Space Systems, and Missile and Munition Systems.
Airpower is the ability to project military power or
influence through the control and exploitation of air, space, and cyberspace to
achieve strategic, operational, or tactical objectives. The proper
application of airpower requires a comprehensive doctrine of employment and an
Airman's perspective. As the nation's most comprehensive provider of military
airpower, the Air Force conducts continuous and concurrent air, space, and
cyberspace operations. The air, space, and cyberspace capabilities of the other
Services serve primarily to support their organic maneuver paradigms; the Air
Force employs air, space, and cyberspace capabilities with a broader focus on
theater-wide and national-level objectives. Through airpower, the Air Force
provides the versatile, wide-ranging means towards achieving national
objectives with the ability to deter and respond immediately to crises anywhere
in the world.
Current Weapon Systems
A-10
Thunderbolt II
A-10C is a close air support platform used to
support troops in contact with enemy forces. The A-10 performs secondary roles
of Air Interdiction, Airborne Forward Air Control, and Combat Search and
Rescue. This aircraft has excellent maneuverability at low air speeds and
altitude, and is a highly accurate and survivable weapons-delivery platform.
AC-130
Gunship
The AC-130U/W/J gunships' primary missions
are close air support, air interdiction, and armed reconnaissance. Other
missions include perimeter and point defense, escort, landing, drop and
extraction zone support, forward air control, Combat Search and Rescue. The
AC-130 gunship has a combat history dating back to Vietnam.

B-1B
Lancer
The B-1B is a multi-mission bomber carrying
the largest payload of both guided and unguided weapons in the Air Force
inventory. The B-1B's blended wing/body configuration, variable-geometry wings
and turbofan afterburning engines, combine to provide long range,
maneuverability and high speed while enhancing survivability.
B-2
Spirit

The B-2 Spirit is a multi-role bomber capable
of delivering both conventional and nuclear
munitions. The penetrating flexibility and
effectiveness inherent in manned bombers is what the B-2 provides. The
low-observable, or "stealth," characteristics give it the unique
ability to penetrate an enemy's most sophisticated defenses and threaten its
most valued, and heavily defended, targets.
B-52
Stratofortress
The
B-52H is a long-range, heavy bomber that can perform a variety of conventional
or nuclear missions including strategic attack, close-air
support, air interdiction and offensive counter-air. For more than 40
years, B-52 Stratofortresses have been the backbone of the manned strategic
bomber force for the United States.
The B-52 is capable of dropping or launching
the widest array of weapons in the United States
inventory.
C-5
Galaxy
The C-5A/B/C Galaxy and C-5M Super Galaxy is
one of the largest aircraft in the world and the largest airlifter in the Air
Force inventory. The C-5 is used for strategic intertheater delivery of
outsized and oversized cargo and passengers. Ground crews are able to
load and off-load the C-5 simultaneously at the front and rear cargo openings,
reducing cargo transfer times.
C-17
Globemaster III
The C-17 is capable of rapid strategic
delivery of troops and all types of cargo to main operating bases or directly
to forward bases in the deployment area. The aircraft can perform tactical
airlift and airdrop missions and can transport litters and ambulatory patients
during
aeromedical evacuations when
required.
B-2
Spirit
Stealth, multi-role bomber. The B-2 is able
to deliver both nuclear and conventional munitions, and is capable of attacking
an enemy's war-making potential, in the first critical hours of a conflict.
This aircraft is the Air Force's only all-weather
hard/deeply buried conventional strike capability.
C-21
Learjet
A cargo and passenger airlift aircraft
employed for short ranges and into short fields. This aircraft can be
configured to transport litters during medical evacuations.
Current Weapon Systems (continued)
C-130J
Hercules
The C-130H/J Hercules primarily performs the
tactical portion of the airlift mission. The aircraft is capable of operating
from rough, dirt strips. Basic and specialized versions of the aircraft perform
diverse roles including airlift support, Antarctic resupply, aeromedical
missions, weather reconnaissance, aerial spray missions, firefighting
duties for the
United States Forest Service and natural disaster relief missions.
C-146A
Wolfhound
The
C-146A Wolfhound's primary mission is to provide United States
Special Operations Command flexible, responsive and operational
movement of small teams needed in support of Theater Special Operations
Commands (TSOC). Airlift missions are conducted by Air Force Special
Operations Command aircrews to prepared and semi-prepared airfields around the
world. The aircraft can carry a maximum of 27 passengers or 6,000 pounds of
cargo, or up to four litter patients.
E-3
Sentry
AWACS
The E-3 is a deployable airborne command and
control battle management platform employed at the tactical level of war.
Airborne Warning and Control System provides all altitude surveillance,
warning, and battle management for worldwide air combat operations.
The E-3 directs, coordinates, and controls joint and
combined forces and operations.
E-4B
NAOC
The National Airborne Operations Center is
designed as a highly survivable node of the National Military Command System.
The E-4 provides critical Command and Control mission support
in case of national emergency and provides support to
coordinate actions by civil authorities during crisis response.
E-8C
Joint
STARS
Joint Surveillance and Target Attack Radar
System (Joint STARS) is a joint Army/Air Force program designed to enhance
battle management by providing air/land component commanders with near
real-time wide-area surveillance and targeting information on moving and
stationary ground targets.
EC-130H
Compass Call
The
EC-130H Compass Call is an airborne tactical weapon system using a heavily
modified version of the C-130 Hercules airframe. The system disrupts enemy
command and control communications and limits adversary
coordination essential for enemy force management.
The Compass Call system employs offensive counter-information and
electronic attack capabilities in support of United States and coalition
tactical air, surface, and special operations forces.
EC-130J
Commando
Solo
EC-130J Commando Solo aircraft conduct
Military Information Support Operations (MISO) and civil affairs broadcasts in
FM radio, television and military communications bands. These missions are
typically flown at night to reduce probability of
detection in
politically sensitive or hostile territories.
F-15
Eagle
F-15C/D is a dual engine, all weather,
extremely maneuverable fighter designed to gain and maintain air superiority.
The F-15C/D has electronic systems and weaponry to detect, acquire, track and
attack enemy aircraft while operating in friendly or enemy-controlled airspace.
F-15E
Strike Eagle
F-15E is a dual engine, air-to-ground,
air-to-air, all weather, fighter designed for close air support, strategic
attack, and interdiction roles. The F-15E has the capability to fight its way
to a target over long ranges, destroy enemy ground positions and fight its way
out. The aircraft uses two crew members, a pilot and a weapon systems officer.
F-16
Fighting Falcon
F-16C/D
is a single engine multi-role tactical fighter with full air-to-air and
air-to-ground combat capabilities. This aircraft provides a relatively
low-cost, high-performance weapon system for the United States and
allied nations.
F-22
Raptor
F-22 is a low observable, highly maneuverable
airframe, with advanced integrated avionics, and aerodynamic performance
allowing supersonic cruise without using afterburner.
F-35A
Lightning II
The conventional takeoff and landing F-35A
gives the U.S. Air Force the power to dominate the skies anytime, anywhere. The
F-35A is an agile, versatile, high-performance, multirole fighter that combines
stealth, sensor fusion, and unprecedented situational awareness.
HC-130N/J
Combat King
The HC-130N King and HC-130J Combat King II
are Combat Search and Rescue configured extended-range versions of the C-130
Hercules. They provide in-flight refueling to rescue and Special Operations
helicopters and performs tactical delivery of personnel recovery specialists in
permissive or hostile environments.
HH-60G
Pave Hawk
The primary mission of the HH-60G Pave Hawk
helicopter is to conduct personnel recovery operations into hostile
environments to recover isolated personnel. The HH-60G is rapidly deployable
and has day/night, marginal weather combat capability employed for Combat
Search and Rescue, counter-drug, disaster relief, civil search and
rescue, and National Aeronautics and Space Administration support operations.
KC-10
Extender
The KC-10 provides global in-flight refueling
and airlift support for deployment, employment, redeployment, and
joint/combined special operations. The KC-10 can transport
up to 75 people and nearly 170,000 pounds of cargo a distance of about 4,400 miles
unrefueled.
KC-135R
Stratotanker
The KC-135 provides the core aerial refueling
capability for the United States Air Force and has excelled in this role for
more than 50 years. A cargo deck above the refueling system can hold a mixed
load of passengers and cargo. Depending on fuel storage configuration, the
KC-135 can carry up to 83,000 pounds of cargo and 37 passengers.
MC-130H
Combat
Talon II
The MC-130H Combat Talon II provides
infiltration, exfiltration, and resupply of special operations forces and
equipment in hostile or denied territory. Secondary missions include
psychological operations and helicopter and vertical lift air refueling. The
aircraft features terrain-following and terrain-avoidance radars capable of
operations as low as 250 feet in adverse weather conditions.
MC-130J
Commando II
The Commando II flies clandestine, low-level
air refueling missions for special operations helicopters and tiltrotor
aircraft, and infiltration, exfiltration, and resupply of special operations
forces by airdrop or airland in politically sensitive or hostile territories.
The MC-130J primarily flies missions at night to reduce probability of visual
acquisition and intercept by airborne threats. Its secondary mission includes
the airdrop of leaflets.
MQ-1B
Predator
The Predator is an armed, multi-mission,
medium-altitude, long-endurance remotely piloted aircraft. The
MQ-1B is employed primarily as an intelligence-collection asset and secondarily
against dynamic execution targets. Given its significant loiter time,
wide-range sensors, and precision weapons, it provides a unique capability
against high-value, fleeting, and time-sensitive targets.
MQ-9
Reaper
Like the
MQ-1, the MQ-9 is an armed, multimission, medium-altitude, long-endurance
remotely piloted aircraft, but it is larger and more heavily-armed than the
Predator. The MQ-9 can employ both AGM-114 Hellfire missiles and GBU-12
laser-guided bombs. The remotely piloted aircraft
can be disassembled and loaded into a single container for deployment
worldwide.
RC-135
U/V/W
RC-135V/W Rivet Joint, RC-135U Combat Sent,
and RC-135S Cobra Ball are electronic reconnaissance and surveillance platforms
employed all over the world to increase battlespace awareness by detecting,
identifying and geolocating signals throughout the electromagnetic spectrum.
RQ-4
Global Hawk
The RQ-4
Global Hawk is a high-altitude, longendurance, remotely piloted aircraft with
an integrated sensor suite that provides global allweather, day or night
intelligence, surveillance and reconnaissance capability. Global Hawk's mission
is to provide a broad spectrum of intelligence, surveillance and
reconnaissance collection capability to support joint forces in
worldwide peacetime and contingency operations.

T-1 Jayhawk
The T-1A Jayhawk is a medium-range,
twinengine jet trainer used in the advanced phase of specialized undergraduate
pilot training for students selected to fly airlift or tanker aircraft. It is
also used to support navigator training for the United States Air Force, Navy,
Marine Corps and international services.
T-6A
Texan
II
The T-6A is a single-engine primary flight
training aircraft for future United States Air Force and United States Navy
pilots. Students learn basic flying skills common in the T-6 before moving on
to advanced flight training.
Current Weapon Systems (continued)
T-38A/C
Talon
The T-38 is a
twin-engine, high-altitude, supersonic jet trainer used in the advanced
phase of specialized undergraduate pilot training for
students selected to fly fighter aircraft Air Combat Command, Air Force
Material Command, and the National Aeronautics and Space Administration also
use the T-38 in various roles other than training.
U-2S
Dragon Lady
The U-2 provides high-altitude, all-weather
surveillance and reconnaissance. The Dragon Lady delivers critical imagery and
signals intelligence throughout all phases of conflict, including peacetime
indications and warnings, low-intensity conflict, and large-scale hostilities. Routinely
flown at altitudes over 70,000 feet, the
U-2 pilot must wear a full pressure suit
similar to those worn by astronauts.
UH-1N
Iroquois
The UH-1N is a light-lift utility helicopter
used to support various missions. The primary missions include: airlift of
emergency security forces, security and surveillance of off-base nuclear
weapons convoys, and distinguished visitor airlift. Other uses include:
disaster response, search and rescue, medical evacuation, airborne cable inspections,
support to aircrew survival school, routine missile site support and transport.
UV-18
Twin Otter
The UV-18B Twin Otter is the military version
of the DeHavilland DHC-6. Carrying a pilot, co-pilot and up to 17 jumpers. The
Twin
Otter is used to support parachute and
airmanship training at the United States
Air Force Academy.
VC-25
Air Force
One
The presidential air transport fleet consists
of two specially configured Boeing 747-200B's with the Air Force designation
VC-25. When the president is aboard either aircraft, or any Air Force aircraft,
the radio call sign is "Air Force One."
Space Systems
Air Force Satellite Control Network
(AFSCN)
The Air Force Satellite Control Network is a
worldwide network of satellite control stations which uses satellite and
terrestrial communication links providing connectivity to over 150 Department
of Defense, National, Allied and Civil space vehicles.
Ballistic
Missile Early Warning System
(BMEWS)
The Ballistic Missile Early Warning System
detects, tracks and warns of ballistic missile launches, launches of new space
systems, and provides data on foreign ballistic missile events.
Defense Meteorological Satellites Program
(DMSP)
DMSP
provides an enduring and survivable capability, through all levels of conflict,
to collect and disseminate global visible and infrared cloud data
and other specialized meteorological,
oceanographic, and space environment data required to support worldwide DoD operations and high-priority national
programs.
Defense
Satellite Communications System and
Wideband
Global SATCOM
(DSCS and
WGS)
These constellations of satellites provide
worldwide, responsive wideband and anti-jam satellite
communications supporting strategic and tactical command, control,
communications, and intelligence requirements. Each WGS satellite provides
service in both the X and Ka frequency bands, with the unprecedented ability to
cross-band between the two frequencies onboard the satellite. Wideband Global
SATCOM augments the one-way Global Broadcast Service through two-way Ka-band
service.
Space Systems (continued)
Defense
Support Program and Space Based
Infrared System
(DSP) and (SBIRS)
DSP and SBIRS supports the defense and
intelligence communities through missile early warning, missile defense,
battlespace awareness, and technical intelligence mission areas. DSP satellites
use an infrared sensor to detect heat from missile and booster plumes against the
Earth's background. The SBIRS sensors are designed to provide greater
flexibility and sensitivity than the DSP infrared sensor and detect short-wave
and mid-wave infrared signals, allowing SBIRS to perform a broader set of
missions.
Evolved
Expendable Launch Vehicle
(EELV)
The Delta IV, Atlas V and
Falcon 9 Evolved Expendable Launch Vehicle provide the Air Force and the nation
rapid and reliable access to space with a standardized launch capability.
Global Positioning System
(GPS)
The Global Positioning System is a
constellation of orbiting satellites that provides navigation and timing data
to military and civilian users all over the world. The constellation is
designed and operated as a 24satellite system, consisting of six orbital
planes, with a minimum of four satellites per plane. The system is controlled
by the 50th Space Wing, located at Schriever AFB.
Space Systems (continued)
Milstar and
Advanced Extremely High
Frequency
Satellite Communications Systems
Milstar
and AEHF provide the President, Secretary of Defense and the U.S. armed forces
with assured, survivable satellite communications (SATCOM)
with low probability of interception and
detection. Designed to overcome enemy jamming and nuclear effects,
Milstar and AEHF are the most robust and reliable SATCOM systems currently
employed by
the Department of Defense thus ensuring worldwide command and control.
Perimeter Acquisition Radar
Characterization System (PARCS)
PARCS
provides tactical warning and attack characterization of
sea-launched and intercontinental ballistic missile attacks against the
continental United States. The system supports the space surveillance network
by providing space surveillance data, tracking, reporting
and space object identification.
Phased
Array Warning System
(PAVE
PAWS)
The PAVE PAWS Early Warning Radars are
capable of detecting ballistic missile attacks and conducting general space
surveillance and satellite tracking. They are able to detect and track both
intercontinental and sea-launched missile threats. Early warning and attack
characterization data is sent to the United States'
Missile Warning and Space Control Centers.
Missile and Munition Systems
ADM-160
Miniature Air-Launched Decoy (MALD)
MALD is
a low-cost flight vehicle that is modular, air-launched and programmable. It
weighs less than 300 pounds and has a range of approximately 500 nautical
miles. MALD protects aircraft and their crews by duplicating the combat flight
profiles and signatures of United States and allied aircraft.
AGM-65
Maverick
Missile
The AGM-65 is an air-to-surface launch and
leave tactical missile. Electro-optical, infrared or laserguided these missiles
are used in close air support, interdiction, and enemy defense suppression
missions. It provides stand-off capability and high probability of strike
against a wide range of tactical
targets, including
armor, air defenses, ships, transportation equipment and fuel storage
facilities.
AGM-86
Launched Cruise Missile (ALCM)
The AGM-86 is a subsonic, highly accurate,
long range, air-to-surface strategic nuclear missile designed to evade air and
ground-based defenses in order to strike targets at any location within any
enemy's territory.
AGM-86C

Conventional
Air-Launched Cruise Missile
(CALCM)
CALCM provides the warfighter with an adverse
weather, day or night, air-to-surface, accurate, long-range conventional
(non-nuclear) standoff strike capability against deep and hardened targets.
AGM-88
High Speed Anti-Radiation Missile (HARM)
The AGM-88 is an air-to-surface tactical
antiradiation missile used to destroy or suppress enemy radar threats at
standoff range homing in on source radar emissions.
EELV
The Boeing Delta IV and
Lockheed Martin Atlas V Evolved Expendable Launch Vehicle provide the Air Force
and the nation rapid and reliable access to space with a standardized launch
capability.
AGM-114
Hellfire Missile
Originally
developed for anti-armor use, the laser-guided AGM-114 Hellfire is a family of
100-pound class guided air-to-surface missiles for use against fixed and moving
targets. It has multi-mission, multi-target precision-strike
ability, and can be launched from multiple both rotary and
fixed-wing aircraft including Remotely Piloted Aircraft.
AGM-129A
Advanced
Cruise Missile (ACM)
The AGM-129A is a
subsonic, low-observable airto-surface strategic nuclear missile with
significant range and accuracy. The ACM s external shape is optimized for low
observables characteristics and includes forward swept wings and control
surfaces, a flush air intake and a flat exhaust.
AGM-158
Joint
Air-to-Surface Stand-Off Missile
(JASSM)
The AGM-158 is a long range, conventional,
airto-ground, precision standoff missile to destroy high-value, well-defended,
fixed and relocatable targets.
AIM-9M/X
Sidewinder
The AIM-9M/X is a fighter-borne supersonic,
short range, passive infrared heat-seeking air-toair missile with a high
explosive warhead. The initial production version, designated AIM-9B, entered
the Air Force inventory in 1956.
AIM-120
Advanced
Medium-Range Air-toAir Missile
(AMRAAM)
The AIM-120 is a supersonic, medium range,
active radar guided air-to-air missile with a high explosive warhead. It has an
all-weather, beyondvisual-range capability that improves the aerial combat
capabilities of U.S. and allied aircraft to meet current and future threat of
enemy air-to-air weapons.
GBU-15
The
GBU-15 is unpowered glide munition that employs elecro-optical or infrared terminal
seeker for a standoff attack of high value ground targets. The rear control
section consists of four wings that are in an "X"-like arrangement
with trailing edge flap control surfaces for flight maneuvering.
GBU-31/32/38/54
Joint
Direct Attack Munition (JDAM)
Joint Direct Attack Munition is a joint Air
Force and Navy system used to upgrade the existing inventory of general purpose
bombs by integrating them with GPS, laser and inertial guidance system tail
kits to provide accurate adverse weather delivery from very low to very high
altitudes. JDAM enables multiple weapons to be directed against single or multiple
targets on a single pass.
GBU-39
Small Diameter Bomb (SDB)
The SDB is an extended
range all-weather, 250pound class, guided munition. The SDB relies on GPS to
provide navigation to the target. It is capable of destroying fixed and
stationary targets. SDB increases aircraft loadout, decreases the logistical
footprint, decreases collateral damage, and improves aircraft sortie generation
times.
GBU-43
Massive
Ordinance Air Blast (MOAB)
The MOAB is a 21,000-pound, guided,
highexplosive munition designed for anti-personnel and obstacle clearance
purposes. It rests on a cradle inside an airdrop aircraft platform and is
extracted by a drogue parachute. After extraction from the aircraft, the MOAB
is guided to the target by fixed wings and grid fins.
GBU-57
Massive Ordinance Penetrator
The Massive Ordnance Penetrator (MOP) is a
30,000-pound guided, earth-penetrating weapon system designed to accomplish the
difficult, complicated mission of reaching and destroying targets in hardened
and deeply-buried facilities. The 20.5-foot long bomb carries more than
5,300 pounds of explosives and can reach targets as far
as 200 feet underground before
exploding.
LGM-30G
Minuteman
III
The LGM-30G
Minuteman intercontinental ballistic missile (ICBM) is an element of the
nation's strategic deterrent forces under the control of the
Air Force Global Strike Command.The Minuteman III
is an inertially guided, intercontinental ballistic missile. Minuteman
III is capable of delivering up to 3 multiple independently
targetable reentry vehicles. It provides a highly survivable,
quickreaction component to the nuclear Triad.
PAVEWAY
Family of
Guided Bombs
PAVEWAY series laser-guided
bomb kits transform traditional 500, 2,000, and 5,000-pound bomb
bodies into precision-guided, air-to-ground munitions for targeting of soft and
hardened
targets. The PAVEWAY
series consists of GBU-
10/24/27/28.
Section 20C Air
Force Information
20.5. Air Force Vocabulary
Many industries, such as
the medical industry and the computer industry, have their own technical
jargon. However, there may be perhaps no other industry in the world that
matches up with the amount of industry-specific speech as that possessed by the
military. To eliminate confusion terms and acronyms are published as
attachments within official Air Force publications.
20.5.1. The Joint Publication (JP) 1-02, Department of Defense Dictionary of Military and Associated
Terms, sets forth standard United States military and associated
terminology to encompass the joint activity of the Armed Forces of the United
States. These military and associated terms, together with their definitions,
constitute approved Department of Defense terminology for general use by all
Department of Defense components.
20.5.1.1 Purpose. This
publication supplements standard English-language dictionaries and standardizes
military and associated terminology to improve communication and mutual
understanding within Department of Defense, with other federal agencies, and
among the United States and its allies.
20.5.1.2. Application. This publication applies to the Office of the
Secretary of Defense, the Services, the Joint
Staff,
combatant commands, Department of Defense agencies, and all other Department of
Defense components.
It is the primary terminology source when preparing correspondence, to include
policy, strategy, doctrine, and planning documents.
20.5.1.3. Publication
Format. JP 1-02 is published outlining two basic parts:
20.5.1.3.1. Terms and
definitions. These are annotated with the source publication.
20.5.1.3.2. Abbreviations
and acronyms. The source publication establishes the authoritative
context for proper understanding and management of the associated term.
20.5.1.4. JP 1-02 Online
Availability and Update Schedule. JP 1-02 is accessible online as a
searchable database and in PDF format at the following Internet address: http://www.dtic.mil/doctrine/dod_dictionary and at the following NIPRNET
address: https://jdeis.js.mil/jdeis/. The contents of JP 1-02 are updated on a monthly basis to
include any terminology additions, modifications, or deletions made within the
previous calendar month in accordance with CJCSI 5705.01.
20.5.2. Military Phonetic Alphabet.
The United States Air Force, as well as all
other branches of the United States armed services, currently use the
International Civil Aviation Organization
alphabet for radio communication. This alphabet was adopted by the United
States armed services in 1956, and is currently used by North Atlantic Treaty
Organization countries as well as civil aviation around the world. Table 20.1
shows both the code words for each letter and their recommended pronunciation.
Table 20.1 Phonetic Alphabet
|
Letter |
Code Word |
Pronunciation |
|
A |
Alfa |
AL fah |
|
B |
Bravo |
BRAH voh |
|
C |
Charlie |
CHAR lee |
|
D |
Delta |
DEL tah |
|
E |
Echo |
EKK oh |
|
F |
Foxtrot |
FOKS trot |
|
G |
Golf |
Golf |
|
H |
Hotel |
HO tell |
|
I |
India |
IN dee ah |
|
J |
Juliet |
JEW lee ett |
|
K |
Kilo |
KEY loh |
|
L |
Lima |
LEE mah |
|
M |
Mike |
Mike |
|
N |
November |
NOH vem ber |
|
O |
Oscar |
OSS car |
|
P |
Papa |
PAH pah |
|
Q |
Quebec |
keh BECK |
|
R |
Romeo |
ROW me oh |
|
S |
Sierra |
see AIR ah |
|
T |
Tango |
TANG go |
|
U |
Uniform |
YOU nee form |
|
V |
Victor |
VIK ter |
|
W |
Whiskey |
WISS key |
|
X |
X-ray |
EKS ray |
|
Y |
Yankee |
YANG kee |
|
Z |
Zulu |
ZOO loo |
20.6.
Pledge of Allegiance
I Pledge Allegiance to the flag
of the United States of America
and
to the Republic for which it stands one Nation under God, indivisible, with
liberty and justice for all
20.7. National Anthem.
20.8. United States Air Force Hymn.
|
National Anthem Francis Scott
Key |
|
United States
Air Force Hymn Music by Henry Baker Lyrics by Mary Hamilton |
|
Oh say can you see, by the dawn's early
light, What so proudly we hailed at the twilight s
last gleaming? Whose broad stripes and bright stars,
through the perilous fight o er the ramparts we watched were so gallantly streaming And the rockets red glare, the bombs
bursting in air, gave proof through
the night That our flag was still there! O say does that Star-Spangled banner yet
wave? O er the land of the free and the home of
the brave! . High Flight. |
Lord, guard and guide the men who fly Through the great spaces of the sky; Be
with them traversing the air In darkening storms or sunshine fair Thou who dost keep with tender might The balanced birds in all their flight Thou of the tempered winds be near That, having thee, they know no fear Control their minds with instinct fit What time adventuring, they quit The firm security of land; Grant steadfast eye and skillful hand Aloft in solitudes of space Uphold them
with Thy saving grace. O God, protect the men who fly Thru lonely ways beneath the sky. |
|
|
HIGH FLIGHT by Royal Canadian Pilot Officer John Gillespie Magee, Jr. |
||
20.9
|
Oh, I have slipped the surly bonds of earth And danced the skies on laughter-silvered
wings; Sunward I ve climbed, and joined the tumbling mirth of sun-split
clouds and done a hundred things You have not dreamed of wheeled and soared
and swung High in the sunlit silence. |
|
Hov
ring there, I ve chased the shouting wind along, and
flung My eager craft through footless halls of air. Up,
up the long, delirious, burning blue I ve topped the windswept heights with easy
grace Where never lark, or even eagle flew. And, while with silent, lifting mind I ve
trod The
high untrespassed sanctity of space, Put out my hand, and touched the face of God. |
20.10. The Air Force Song.
Air Force Song History
|
The only official history of the Air Force
Song can be found in a copy of a script which was used on radio station WRC
broadcast on 23 Feb 1944. Captain Alf Heiburg, leader of the Army Air Corps
Band, interviewed Captain Robert Crawford, composer of the Army Air Corps
Song, during this broadcast. Captain Crawford related the story, retold here: |
|
In 1939, when he was a civilian pilot, Robert Crawford was asked by a friend to enter a song contest. While flying his plane to Philadelphia, he composed a simple tune. The next day he wrote lyrics that, when combined with the tune, became what was known as the Army Air Corps Song. The United States Army Band made the first recordings of the song in 1939. It was later renamed the Army Air Forces Song, and eventually the Air Force Song. |
Air Force Song
|
Off we go into the wild blue yonder, Climbing high into the sun Here they come zooming to meet our thunder At m boys, giv r the gun! Down we dive spouting our flame from under
Off with one helluva roar! We live in fame or go down in flame Hey!
Nothing ll stop the U.S. Air Force! Minds of men fashioned a crate of thunder Sent it high into the blue; Hands of men blasted the world asunder, How
they lived God only knew! Souls of men dreaming of skies to conquer
Gave us wings, ever to soar. With Scouts before and bombers galore,
Nothing can stop the U.S. Air Force! |
|
Here's
a toast to the host of those who Love the vastness of the sky, To a
friend we send the message of his Brother men who fly. We
drink to those who gave their all of old Then
down we roar to score the rainbow's Pot of gold. A
toast to the host of the men we boast The U.S. Air Force! Off we
go into the wild sky yonder Keep the wings level and true If you
live to be a gray-haired wonder Keep the nose out of the blue Flying
men, guarding our nations's borders We ll be there, followed by more In echelon, we ll carry on Nothing can stop the U.S. Air Force! |
20.11. Total Force.
20.11.1. American Airmen from each component
Regular Air Force, Air National Guard, and Air Force Reserve provide seamless
airpower on a global scale every day. Over the past two decades, to meet
combatant commander requirements and the demands of recurring deployments, the
Air Force has increasingly called upon its Total Force. This elevated use of
the Air National Guard and Air Force Reserve has transformed a traditionally
strategic reserve force into a force that provides operational capability,
strategic depth, and surge capacity.
20.11.2. In Total Force Integration
associations, the Active and Reserve Components share equipment, facilities and
resources, including aircraft, crews and maintenance, to carry out a common
mission. In a classic association, the Active Component is the host unit,
retaining weapon system responsibility, while sharing the mission with a
Reserve or Guard tenant unit. For active associations the Reserve or Guard unit
is host, with an Active Component tenant. Integrating with the Active Component
in this way yields numerous synergistic benefits to the Air Force's strength,
including an improved ability to respond with surge capacity at a moment's
notice.
20.11.3. Air National
Guard.
20.11.3.1. The heritage predates the
establishment of the United States Air Force as a separate armed service in
1947: it shares a community-based militia tradition with the Army National
Guard that dates from colonial times.
State National Guards began forming aviation
units as early as 1908, and New York's 1st Aero Company was the first such
organization mustered into federal service in 1916. Mobilization for World War
I dissolved these state units, although many Guard personnel served in the Army
Air Service. With the reorganization of the Army in 1920, the National Guard
gained organic aviation units with federal standing. Twenty-nine observation
squadrons had activated by the time the United States entered World War II, all
absorbed into the Army Air Forces upon mobilization.
20.11.3.2. After federal service in the war,
these 29 units became the core of the new Air National Guard, together with 43
more flying squadrons added to the Air National Guard after 1947. In keeping
with the National Guard's previous legal status, and in contrast to the Air
Force Reserve, the Air National Guard retained a dual role: each state's Air
National Guard units remained at the governors' disposal when not called into
federal service. In either status, the federal government provided the bulk of
the Air Guard's funding. Initially, the Air National Guard's nominal mission
was as a short-range, daytime air defense force. In this role, the bulk of the
Air National Guard's aircraft were F-47 Thunderbolt and F-51 Mustangs left over
from World War II, plus a few light bombers, B-26 Invaders. A small number of
early jet fighters soon supplemented the initial propeller-driven force.
20.11.3.3. The Air Guard received its baptism
by fire during the Korean War. Sixty-seven flying squadrons and approximately
45,000 Air National Guard members, some 80 percent of the force, were
mobilized. Mobilization was complicated: some units took three to six months to
become combat ready, and some never did. The Air National Guard still formed a
substantial part of the wartime Air Force, with some units serving in combat,
while others relieved deploying regular squadrons at home.
20.11.3.4. Based on Korean War experience,
senior Air National Guard and Air Force leaders committed to build the Air
National Guard into a more effective force, and the Air National Guard received
modern equipment and better funding to that end. These efforts came to fruition
when President John F. Kennedy mobilized over 21,000 Air National Guard members
from 28 squadrons in 1961 as part of the United States response to the Berlin
Crisis. The Air National Guard deployed 216 Air National Guard fighter aircraft
with support personnel to Europe to reinforce North Atlantic Treaty
organization. This movement, Operation Stair Step, was the largest aircraft
deployment in Air National Guard history. The entire deployment across the
Atlantic Ocean occurred without the loss of a single plane.
20.11.3.5. The war in Vietnam saw a few Air
National Guard fighter squadrons deployed, and the Air Guard supplied some of
the airlift into the theater. The Air Guard's main role, however, was support
for the Air Force's commitments in Europe as the demands of operations in
Southeast Asia taxed the regular force. The Air National Guard assumed aerial
refueling responsibilities for Air Force fighters in Europe from 1967 to 1977.
This effort, Operation Creek Party, demonstrated that the Air Guard could provide
sustained support to the Air Force without resorting to mobilization by
rotating forces of volunteer personnel operating aircraft drawn from Air
National Guard squadrons. This approach remains virtually unchanged today.
20.11.3.6. After the Vietnam War, some
significant missions moved to the Air National Guard. Air Guard KC-135 air
refueling tankers began participating in the Strategic Air Command's nuclear
alert force in 1976. In 1977, the Air National Guard became the primary
airlifters for United States Southern Command's Operation Coronet Oak, which
continues today. From 1978 to 1990, rotating Air National Guard fighter
squadrons assumed responsibility for the air defense of the Panama Canal Zone
under Operation Coronet Cove. The Air National Guard participated in Operation
Just Cause, the 1989 invasion of Panama to expel its dictator, Manuel Noriega,
and to install a democratically elected president. In the 1990s, Air Guardsmen
manned radar stations and flew fighter aircraft in Latin America to monitor and
report suspected drug-running aircraft. This operational experience served the
Air Guard well in the Persian Gulf crisis of 1990-1991. Air National Guard
fighters, tankers, airlifters, special operations, aeromedical evacuation, and
security forces participated in the air campaign of the Persian Gulf War.
During that time, 12,404 Air National Guard members were mobilized and deployed
to Southwest Asia, Europe and other overseas locations as well as serving in
the continental United States.
20.11.3.7. Following the Persian Gulf War and
the end of the Cold War, the Air National Guard continued to operate
world-wide, integrated with the Regular Air Force and the Air Force Reserve,
jointly with the other services, and combined with North Atlantic Treaty
Organization forces. The Air National Guard participated in several major
operations involving humanitarian assistance, peacekeeping, and direct combat
action. Some operations were extensions of those that involved the Air National
Guard earlier in South America, but through the 1990s the Air National Guard
gained more commitments, Bolstered by new capabilities, Air Guard flying and
support units helped maintain the no-fly zones over Iraq, provided humanitarian
assistance in Somalia and Rwanda, and supported peacekeeping forces in the
Balkans and Haiti. The Air Force's global mobility operations involved Air
National Guard tanker and airlift forces on a daily basis. In 1997, the Air
National Guard assumed responsibility for manning First Air Force, which maintained
the air defenses of the continental United States. President Bill Clinton also
mobilized 4,870 Air Guardsmen during the Kosovo War in 1999.
20.11.3.8. The Air National Guard played a
critical role in the immediate United States response to the terrorist attacks
of 11 September 2001 and the subsequent global military actions. In the
immediate aftermath of 9/11, the Air National Guard improvised a greatly
strengthened continental air defense system and bore the main burden of
sustaining it. The combination of fighter patrols and 24-hour alerts at 26 Air
National Guard bases across the
United States put heavy stress on the Air
National Guard fighter force in both training and readiness, but the wide
geographic dispersal of its fighter units and its long standing role in
continental air defense made the Air National Guard the right organization to
execute the mission.
20.11.3.9. The Air National Guard's aviation
and support units also played critical roles in the wars in
Afghanistan (Operation Enduring Freedom) and
Iraq (Operation Iraqi Freedom). Flying and non-flying Air National Guard units
deployed repeatedly to every operating base supporting those wars. When
Operation
Enduring Freedom began 7 October 2001, the
Air National Guard participated in the initial combat operations in Afghanistan
and have continued to participate in the mission ever since. Air National Guard
airlift, tankers, A-10 and F-16 units, special operations, rescue, civil
engineer, security forces, combat communication and many other units have
repeatedly deployed to the region over the course of that war. When the United
States invaded Iraq on 20 March 2003, the Air National Guard had 18,552 members
on Regualr Air Force participating in the invasion and serving in Afghanistan
and other overseas operations. The six Air National Guard A-10 units
participated in combat operations in Iraq and Afghanistan simultaneously.
During the invasion of Iraq, the only A-10 presence in Afghanistan was an Air
National Guard unit. Air Guard F-16C Block 30 fighters and a few A-10s equipped
with Litening 2 targeting pods a capability developed independently by the Air
National Guard - provided air support for special operations units operating in
the western desert of Iraq looking for SCUD missiles. In addition, Air National
Guard F-16C Block 30 aircraft provided a unique capability as the last United
States aircraft equipped with Theater Airborne Reconnaissance System pods.
Intelligence Surveillance and Reconnaissance in general was a growing capability
for deployed Air National Guard forces with the proliferation of Remotely
Piloted Aircraft systems like the Predator.
20.11.4. Air Force Reserve.
20.11.4.1. Since formal establishment of the
Air Force Reserve in April 1948, the Air Force Reserve has amassed a rich
heritage with heroic accounts of responding to natural disasters, humanitarian
crisis, and combat operations.
Our history is also a study of changing,
adapting, and evolving from a strategic force held in reserve into an
operational Reserve force with the most advanced weapons systems.
20.11.4.2. Today, Citizen Airmen perform
leading roles in military operations, humanitarian crisis and disaster relief
around the globe. The Air Force Reserve consists of officers, enlisted and
civil servants who are tasked by law to fill the needs of the armed forces
whenever more units and people are required than are available within the
Regular Air Force. More than 860,000 people make up the Ready, Standby, Retired
and Regualr Air Force Retired Reserve. This includes nearly 70,000 Selected
Reservists who are ready-now participating in every job specialty and on the
front lines of daily military operations around the globe. The Air Force
Reserve is a combatready force of Citizen Airmen, stationed locally at over 60 locations
throughout the United States and serving globally for every Combatant Command
in air, space and cyberspace.
20.11.4.3. The Chief of Air Force Reserve,
Headquarters Air Force, Pentagon, serves as the principal advisor on reserve
matters to the Secretary of the Air Force and Air Force Chief of Staff. The
Chief of Air Force Reserve is also dual-hatted as the Commander of Air Force
Reserve Command, located at Robins Air Force Base, Georgia. The Commander of
Air Force Reserve Command is responsible for organizing, training, and
equipping all Air
Force Reserve units. Air Force Reserve
Command is composed of three Numbered Air Forces, a Force Generation Center,
the Air Reserve Personnel center, 35 flying wings, 1 space wing, 1 Special
Operations Wing, 11 flying groups, and 4 independent groups.
20.11.4.4. Circa 1917: The National Defense
Act of 1916 directed the creation of an Officers Reserve Corps, an Enlisted
Reserve Corps and the nation's Air Service Reserve Program. For the first time,
Reserve Corps were clearly a federal reserve force and
not militia. The Reserve Corps were established on March 22, 1917, just weeks
before the United States formally entered World War I. By the end of the war,
more than 11,000 of Army Air Service pilots who fought were reserve officers.
Notably, the First Reserve Aero Squadron deployed in the summer of 1917 for
action in France. Later, the squadron went on to fight in the Pacific Theater
in World War II, served at the forefront of the nuclear deterrence mission in
the Cold War, and, still serving today as the 26th Space Aggressor Squadron, is
the oldest squadron in the Air Force Reserve.
20.11.4.5. 1941: Reservists played a critical
role in World War II. In the war's early days 1,500 reserve pilots along with
1,300 non-rated officers and 400 enlisted Airmen were activated into the Army
Air Corps. These included the legendary Jimmy Doolittle who was ordered to
Regualr Air Force to work in Detroit to convert automobile manufacturing plants
into aircraft factories and later went on to lead Doolittle's Raiders, the
first American bombing attack on the Japanese mainland.
20.11.4.6. 1948: In a joint directive signed
by General Omar Bradley, the Army Chief of Staff, and General Carl Spaatz, the
Air Force Chief of Staff, dated April 14, 1948 the Army Air Corps Reserve was
transferred to the Air Force officially becoming the Air Force Reserve.
20.11.4.7. 1950: The young Air Force Reserve
was barely two years old when it mobilized nearly 147,000 reservists, many who
were World War II veterans, for the Korean War from 1950 to 1953. The Armed
Forces Reserve Act of 1952 refined the use of the Reserve Components in time of
war or national emergency and established three levels of Air Force reservists ready, standby, and retired.
20.11.4.8. 1960 s: In 1961, President John F.
Kennedy called up the Air Force Reserve in response to the Berlin crisis. The
mobilization included five Air Force Reserve C-124 aircraft units and 5,613
reservists. By 1962, an additional mobilization of 14,220 reservists and 422
aircraft were supporting operations during the Cuban Missile Crisis. Most
experts believe that the mobilization had the effect of deterring war.
Beginning in the early 1960s, the Air Force Reserve provided strategic airlift
as well as counterinsurgency, close air support, tactical mobility,
interdiction, rescue and recovery, intelligence, medical, maintenance, aerial
port and air superiority until the United States ended its involvement in the
Vietnam War.
20.11.4.9. 1970 s: In August 1970, the Department
of Defense implemented the Total Force Policy and the Air
Force Reserve became a multi-mission force
flying the same modern aircraft as the active Air Force. In March 1973, Air
Force Reserve C-141 and C-9 associate aircrews, medical, aeromedical, casualty
assistance, legal, chaplain, and intelligence personnel supported Operation
Homecoming the return of the American prisoners of war from North Vietnam. That
same year, the Air Force Reserve proved the concept of Global Mobility by
flying hundreds of strategic airlift missions during the Arab-Israeli War.
20.11.4.10. 1980 s: For the most part, the
nation was at peace for the next few years with the Air Force Reserve
periodically engaged in emergency-response and humanitarian missions. This
included the rescue and return of more than 700 American students from Grenada
and evacuation of wounded Marines from Lebanon in 1983, the aerial-refueling of
F-111 aircraft during the El Dorado Canyon raid on Libyan-sponsored terrorists
in 1986, and Operation Just Cause that ousted Panama's General Noriega in
1989-1990.
20.11.4.11. 1990 s: Nearly 23,500 Air Force
Reservists were mobilized, and 15,000 volunteered for service in support of
Operations Desert Shield and Desert Storm, in response to Saddam Hussein's invasion
of Kuwait in 1990. This began more than twenty years of continuous combat
operations in Southwest Asia, while simultaneously conducting numerous
emergency-response and humanitarian missions. These included combat operations
over Bosnia, Serbia, and Kosovo, and Haiti as well as the evacuation of Clark
Air Force Base during the eruption of Mount Pinatubo, and significant
contributions to disaster relief operations in former Soviet republics,
southern Turkey and northern Iraq, Somalia, and Haiti.
20.11.4.12. 2001: When terrorists attacked
the United States on Sept. 11, 2001, Air Force reservists responded in full
measure. Air Force Reserve F-16 fighter aircraft flew combat air patrols to
protect American cities while KC-135 tankers and Airborne Warning and
Control System aircraft supported security efforts. In October 2001, Operation
Enduring Freedom began as United States military forces entered Afghanistan to
combat the Taliban and eliminate terrorist sanctuaries. In March 2003,
Operation Iraqi Freedom began in order to end Saddam Hussein's regime. Air
Force Reserve units and reservists played key roles in all combat operations as
Air Force Reserve MC-130 Combat Talon aircraft became the first fixed-wing
aircraft to penetrate Afghan airspace while
Air Force Reserve F-16 crews performed the
first combat missions. In 2004, more than 140 Air Force Reserve Combat Convoy
Airmen served in the 1059th Air Expeditionary Force Truck Company. Air Force
Reserve Security Forces served throughout Iraq and Afghanistan, and comprised
the entire Security Force presence at Kirkuk Air Base with as many as 275
personnel. Air Force Reserve Explosive Ordnance Disposal provided extensive
mission support in Iraq and Afghanistan by executing a broad scope of missions
within and beyond the base security zone. Air Force Reserve Expeditionary
Combat Support capabilities provided airfield operations, cargo and passenger
handling, medical, security, intelligence, and personnel services.
20.11.4.13. Today and in recent years,
Citizen Airmen have supported every Air Force core function and every
Combatant Commander around the world. Air
Force reservists were engaged in surge operations in Iraq and
Afghanistan. They supported combat and
humanitarian missions in Haiti, Libya, Japan, Mali and the Horn of Africa.
Also, they ve provided national disaster relief at home in the United States
after Hurricanes Katrina and Sandy, the gulf oil spill and the wildfires in the
western states. Throughout our history, Citizen Airmen have continually volunteered,
allaying concerns that reservists would not be available when really needed.
Since its inception, the Air Force Reserve evolved from an
individual-mobilization-only force into an operational reserve that
participates daily in missions around the globe. Today, Air Force reservists
safeguard nuclear weapons and guide Global Positioning Satellites. From bases
in the United States, reservists fly remotely piloted aircraft in combat half a
world away. They track hurricanes out at sea and bring medical supplies and
food into disaster areas to save lives around the world. Spanning six and a
half decades with the last two decades of continuous combat the Air Force
Reserve has fulfilled the legacy of early air pioneers and exceeded the
potential seen by the visionaries who created it. For more information on the
history of the Air Force Reserve, go to: www.afrc.af.mil/library/history/.
Section 20D
Career Fields
20.12. Career Fields
Occupational Badges.
Air Force members are highly encouraged to
wear their current occupational badge on all uniform combinations. A maximum of
two occupational badges may be worn. When wearing two occupational badges, wear
the one representing the current career field (regardless of level earned) in
the top position. Exception: Chaplains
and aeronautical badges are always worn in the top position when wearing two
occupational badges. If authorized, place the second occupational badge in top
position and centered inch above the first one. Refer to Figure 1.1 for a listing of officer and enlisted occupational badges.
Occupational badges are reflective of your Air Force specialty. See AFI
36-2903, Dress and Personal Appearance of Air Force
Personnel for specific instructions on wear of occupational badges.
Figure 1.1. Occupational Badges
|
Acquisition & Financial Management |
Air Traffic Control |
Band |
|
Chaplain Service Support |
Civil Engineer |
Commander |
|
Command & Control |
Cyberspace |
Cyberspace Support |
|
Explosive Ordnance Disposal |
Firefighter |
Force Protection |
|
Force Support |
High Altitude Low Opening (HALO) |
Historian |
|
Intelligence |
Judge Advocate |
Logistics Plans |
|
Meteorologist |
Missile |
Missile Operations |
|
Operations Support |
Parachutist |
Paralegal |
|
Public Affairs |
Readiness |
SCUBA |
|
Security Police |
Services |
Special Operations Weather (SOWT) |
|
Space |
Space/Missile |
Supply Fuels |
|
Transportation |
Weapons Director |
Chaplain Buddhist |
|
Chaplain Christian |
Chaplain Jewish |
Chaplain Muslim |
|
Biomedical Science Corps |
Dental Corps |
Enlisted Medical |
|
Medical Service Corps |
Nurse Corps |
Air Battle Manager |
|
Astronaut |
Enlisted Aircrew |
Flight Nurse |
|
Flight Surgeon |
Navigator/Observer |
Officer Aircrew |
|
Pilot |
Remotely Piloted Aircraft (RPA) |
Sensor Operator |
20.13. Specialized Headgear.
20.13.1. The Department of the Air Force
approved and authorized its first distinctive uniform for members of the
Pararescue career field in 1966. The Air Force approved and authorizing for the
combat control distinctive beret uniform in 1973 and began making other
concessions of approving other distinctive beret uniforms for other career
fields during the 1980s and subsequent decades.
20.13.2. Regardless of specialty or unit the
approval of distinctive beret uniform for wear with service uniforms is not
intended as self-recognition but as recognition directed towards a group
fulfilling the accomplishment of unique duties associated with specific mission
roles at an above average level of dependability and reliability. Generally
speaking the beret provides recognition of all members of the group being
volunteers to perform hazardous duties, completed specific standardized
qualification training to provide a unique or extraordinary tactical
capability, and willingly sustain strong level of personal and team/unit
mission readiness to respond and accomplish quickly.
|
Combat Control and Special
Tactics Officer (Scarlet) |
Pararescue and Combat Rescue
Officer (Maroon) |
Security Forces (Blue) |
|
Survival, Evasion, Resistance
and Escape (SERE) Team (Pewter Green) |
Tactical Air Control
Party (Black) |
Tactical Liaison Officer (Black) |

Weather Parachutist
(Pewter Gray)
20.14. Conclusion.
Air Force knowledge is important because it
provides the framework of information required to understand the basic
infrastructure of the Air Force such as weapon systems, vocabulary, and some
Air Force heritage. In these few pages, you will find a small sampling of the
knowledge you will need to be a successful Airman. I encourage you to study the
priceless information contained in these pages as well as other sources such as
the Air University (http://www.au.af.mil/au/awc/awcgate/awc-ldr.htm). Understanding this Air Force
knowledge will give you the power to unleash the Airman inside you, live a
career of success, and leave a lasting legacy for future generations to follow.
Chapter 21
ORGANIZATIONAL MANAGEMENT
Section 21A
Overview
21.1. Introduction.
Organizational management is the process of organizing, planning, leading, and controlling resources within an entity with the overall aim of achieving its objectives. Organizational management
provides leaders the ability to make decisions and resolve issues in order to be both effective and beneficial. This chapter
will provide valuable information leaders need to effectively manage their
organizations. This chapter will cover Organizational Design, Managing
Organizational change, conflict, problem solving, and project management.
Section 21B
Organizational Design
21.2. Introduction.
What do you think of when you hear the term
Organizational Design? Do you think of your organizational chart? Most people
do, but that is only a portion of your organization's design. Organizational
design is the process of selecting a formal system of communication,
coordination, controls, authority, and assigned responsibilities necessary to
achieve the organization's goals. As leaders, we need to understand how to
select appropriate organizational designs that facilitate mission
accomplishment. To this end, this reading will address how effective
organizational design not only facilitates mission accomplishment but also
enhances productivity of an organization. First, we will discuss factors
leaders should consider when designing their organizations. Then, we will look
at four organizational systems or designs, and discuss the organizational
factors which determine which design is most appropriate for a given
organization. Before we can talk about the different designs, we need to look
at what influences or factors affect our design choice.
21.3. Design Factors:
21.3.1. There are many factors that influence how we set up our
organizations. The first is organizational strategy
(goals). Professor of Organizational Behavior Dr. Stephen Robbins
states, "An organization's strategy is a means to
help management achieve its objectives. Since objectives are derived from the
organization's overall strategy, it is only logical that
strategy and structure should be linked. More specifically, structure should
follow strategy." (Robbins: 569) What Dr. Robbins suggestsis we need to identify why we are doing
what we are doing, how we expect to get there
(strategy), and then design our organizations to accomplish that strategy. Why
does your organization exist? What are your goals? Does your mission require creativity or control? Do you
need to be effective or efficient? Answers to these questions give us a
starting point in determining which design the organization should use.
Nevertheless, we must consider a few other factors.
21.3.2. Another design factor is the environment. When we speak of the environment, we are not
talking about the climate or the physical environment. We are talking about
what outside forces affect the organization's processes. Are we dependent on
other organizations or sections to do our jobs? Is the environment constantly
in a state of flux? Are we continually changing or do we do the same processes
repeatedly? Professor Richard Daft, author of Organizational
Theory and Design, calls this the stableunstable dimension. "An
environment's domain is stable if it remains the same over a period of months
or years. Under unstable conditions, environmental elements shift abruptly."
(Daft: 148) If our routine is unstable, this means the environment is
constantly changing, which requires flexibility. If you can set your watch by
it, as the clich goes, then it is stable and allows stricter control. Don't be
fooled into thinking that once you identify your environment as stable, it
remains that way; it does not. We need to continually scan our environment to
identify outside changes that affect our design. Certainly, you can see that
the environment helps us determine which design is most appropriate for our
organization. Just like goals, the environment works with other factors as well.
21.3.3. The third factor to consider is the size of your organization. Early in your career, you
learned the term span of control. There are only so
many people one person can effectively manage. Once you reach a point where you
lose effectiveness, new levels of management must be developed and more
structure introduced. Let's assume your whole organization is a five-person
shop. How many levels of supervision would you need? Probably one. Now add two
more workers. Do supervision levels increase? No! How about adding 10, 20, or
100 people? Maybe as the organization grows, so should the level of
supervision. There comes a point where your structure becomes so rigid that
more workers would require few, if any, additional levels of supervision.
21.3.4. The last factor we will discuss is technology. According to Professor Daft, technology refers
to the work processes, techniques, machines, and actions used to transform
organizational inputs (materials, information, ideas) into outputs (products
and services). (Daft: 266) We need to look at what resources we use to
accomplish our mission to also help determine the best design for our organizations.
If we primarily use new equipment with unknown procedures or outcomes, we would
need fewer controls and more flexibility than if we use equipment that is old
with known procedures and outcomes. In other words, if the equipment you use is
old and well known, more structure could be utilized. If the equipment you use
is newer, the outcomes or problems you may encounter require flexibility.
21.3.5. These four factors, strategy,
environment, size, and technology, all influence how we should design our organization.
Let's shift our attention to four
organizational systems or designs we can use to improve unit effectiveness.
21.4. Designs.
21.4.1. The first design we will discuss is
the mechanistic design. Sometimes referred to as the
bureaucratic structure, it is vertically structured; communication is basically
up and down rather than lateral. As Dr. Robbins puts it, "The mechanistic
model ... is synonymous with the bureaucracy in that it has extensive
departmentalization, high formalization, a limited information network (mostly
downward communication) and little participation by low-level members in
decision-making." (Robbins: 569) Departmentalization means grouping our
work tasks by specialty. The more specialized the tasks, the more structure is used.
By high formalization, we mean a heavy reliance on rules. Let's look at the
mechanistic system in the context of the factors discussed earlier. The
mechanistic system lends itself well to an organization where strategy or goals
are geared toward efficiency; tasks need to be accomplished quickly and
accurately. An environment which is quite stable requires little flexibility;
therefore, a rigid structure or mechanistic design should be used. If the size
of the organization is intermediate to large, more structure is necessary. As
discussed earlier, as organizations grow, new levels of supervision must be
added to maintain control. Finally, technology is known. What we use to do our
jobs is not new. We can predict day to day what will happen and we have procedures
to follow to accomplish our tasks. The mechanistic organization is very
efficient, and responds to decisions rapidly. Because of the vertical
communication, procedures flow from top to bottom rather quickly. This is very
effective for emergency services that rely on speed. The mechanistic design has
disadvantages as well. Because of the reliance on rules, job satisfaction
suffers because subordinates basically do as they are told with little to no
discussion. Limited discussion also leads to a poor social or human relations
environment as well.
21.4.2. The organic design is
just the opposite of the mechanistic. This design has horizontal specialization
rather than vertical. According to Dr. Robbins, the organic system is "...
flat, uses cross-hierarchical and cross-functional teams, has low
formalization, possesses a comprehensive information network (utilizing lateral
and upward communication as well as downward), and it involves high
participation in decision-making." (Robbins: 569) Looking at an organizational
chart, you would not see much difference between the mechanistic and the
organic design. On the other hand, the interaction within the organization is
quite different. The organic organization has extensive cross-communication.
There is no clear line drawn for the communication path to follow. As workers
need to communicate with others, they do so, free of bureaucratic lines. The
organic system allows joint decision-making and encourages subordinates to
voice their opinions. Looking back at the factors, the organic organization's
strategy is geared toward innovativeness and creativity. The computer software
industry is a good example of one that requires a creative rather than a
restrictive system. The environment is unstable; with change being the norm
rather than the exception. Therefore, an organic system is needed. The size
should be small to moderate because this type of organization requires loose
rules. Technology is fairly new with outcomes that are unknown, requiring
adaptation rather than compliance. The organic system lends itself well to
research and development organizations that are creative rather than
restrictive. The strengths of an organic organization lie within communication.
The sharing of information and participative environment increase worker
satisfaction and often produce wellrounded decisions. Unfortunately, the
organic design's communication slows down the implementation process. This slow
response leads to low efficiency. In addition, the organic organization's
flexibility reduces standards. In other words, if the same task is performed
every three months, they may be handled differently each time.
21.4.3. There are very few organizations that
are purely mechanistic or organic. For this reason, we have another design that
incorporates the strengths of both, the diverse design.
This design is used when the organization needs the rigid structure of the
mechanistic organization for one section and the flexibility of the organic for
another. For example, the administrative section has specific rules to follow
when processing performance reports, decorations, and orders. For this purpose,
they would require a mechanistic system. In the same organization, you may have
a section that conducts training. The mechanistic system would hinder the
creativity required for such a section; therefore, an organic system would be
more effective. Because the organization uses both mechanistic and organic
systems to accomplish the mission, the organizational design is considered
diverse. The diverse organization incorporates the best of both designs to
accomplish the mission.
21.4.4. The last design we will look at is
the matrix design. Basically, developing a matrix is
teaming workers from different sections or organizations together to solve
problems or serve a function. We do this quite often. The disaster preparedness
section, mobility section, and process action teams are good examples of a
matrix. The distinguishing factor in a matrix is the chain of command. In the
matrix design, subordinates have two bosses. They have their functional boss,
who writes their performance report and schedules normal duty hours, and the
project boss or team leader. The strength of the matrix design lies in the
pooling of expertise and resources, and the weaknesses lie in the confusion of
who is in charge; the functional or project boss. One note of caution; the
matrix is not a design in itself. Basically the matrix is a design within a
design. In other words, an organization designed mechanistically that develops
a Process Action Team to work a project does not become a matrix. Actually,
they are a mechanistic organization with a matrix. A matrix is usually
short-lived, so the overall organizational structure remains intact.
21.4.5. As managers in today's Air Force,
your job is to ensure organizations are operating at peak performance. One way
of accomplishing that responsibility is to set up organizations effectively. We
need to look at our units from the standpoint of our organizational strategy;
the environment or an outside influence on our organization, the size of our
organization, and the technology or advances in the equipment we use day to
day. Once we understand how these factors relate to our organization, we can
decide what structure would best accomplish our mission. Is the organization
geared toward the rigid mechanistic structure, the flexible organic structure,
a combination (the diverse structure), or do we need to use specialized teams
to solve a problem as in the matrix structure? These are decisions made by the
effective leader. By designing our organizations properly, we are designing the
organization that will capitalize on strengths and minimize weaknesses. As you
can see, organizational design goes much further than the organizational chart.
Section 21C
Managing Organizational Change
21.5. Introduction.
The British created a civil service job in
1803 requiring a man stand on the White Cliffs of Dover with a spyglass. He was
supposed to ring a bell if he saw Napoleon coming. Despite Napoleon's defeat in
1813, the job existed until 1945.
21.5.1. What's wrong with this picture? The
scenario illustrates an improvement, not to mention a significant cost-saving
opportunity that was ignored for over 130 years! We know change is inevitable.
We know changes are taking place every day, all around us. We know change is
easy, right? Wrong! As the scenario above shows, change is not automatic and
doesn t just happen.
21.5.2. Change can be a complicated and often
painful process. Senior enlisted leaders are in key positions to manage change.
They have the authority and responsibility to lead and manage organizations,
many years of experience, and technical proficiency. However, as leaders, they
must also become proficient organizational change managers.
21.5.3. This section explores the change
process using the model proposed by renowned social psychologist Kurt Lewin,
who recommended leaders view change as a three-stage process: unfreezing,
changing, and refreezing.
21.6. Stage 1: Unfreezing.
Leaders begin organizational change by
unfreezing, which means going where the hurt is where people feel the pain of
poor policies or systems. Organizational change is defined as the adoption of a
new idea or behavior by an organization (Daft, 452); the establishment of new norms.
These norms can be grouped in various categories, including technology, tasks,
structure, and people norms: (1) technology: computers,
test equipment, weapons systems, etc.; (2) tasks: general procedures, job
steps, checklists, etc.; (3) structure: administrative procedures, evaluation
systems, etc.; and (4) people: technical or leadership training, new jobs,
etc.
21.6.1. Regardless of what specifically needs
to change, the first step is to recognize the need for change and this step is
far from easy. Change is appropriate when there is a perceived gap between what
the norms are and what they should be. This perception starts the momentum to
begin unfreezing.
21.6.2. Unfreezing is a deliberate management
activity to prepare people for change. Leaders create an environment where
people feel the need for change. This is often the most neglected, yet
essential part of unfreezing. A key factor in unfreezing involves making people
knowledgeable about the importance of a change and how it will affect their jobs.
Leaders must first generate a need in the people who will feel the greatest
effect of the change. They do this by pointing out the problems or challenges
with current operations. In many cases, people will want to stick to the old
norms.
21.6.3. The first reaction to change is
usually resistance. Just as change is inevitable, so is resistance to change.
An essential element for successful change is having a good plan. Planning
enables the change agent to anticipate problems, develop courses of action, and
deal with resistance. Resistance can take many forms. Four of the most common
are:
21.6.3.1. Uncertainty. When
faced with impending change, people often experience fear of the unknown, or
see the change as a threat to their security: Can I do the new job? Can I
operate the new equipment? Will I still have a job?
21.6.3.2. Self-interest. People
often consider the power they currently have or their role in the existing
environment and question the possible loss of power after the change is
implemented.
21.6.3.3. Different
Perception/No Felt Need to Change. Even if you think people recognize
the need for change, they may see the situation differently. Outwardly, they
may support the change, but inwardly, they resist it.
21.6.3.4. Over-Determination. Ironically,
organization structure may be a barrier to change. For example, a mechanistic
structure that relies on strict procedure and lines of authority may be so
rigid that it inhibits change.
21.6.4. When making change, success depends
on managing and reducing resistance, and a change agent becomes vitally
important. Leaders must accept the role of change agent in order to manage
change. Senior enlisted leaders have vast influence on their subordinates,
peers, and superiors. Commanders and directors often call upon senior
noncommissioned officers to change an organization, to make it happen. Here are
five proven methods leaders employ to reduce and manage resistance to change:
21.6.4.1. Education and
Communication. Educating people about the need for, and expected
results of, a change should reduce their resistance. Open communication is
necessary throughout the change process and helps reduce uncertainty.
21.6.4.2. Participation
and Involvement. Leaders reduce resistance by actively involving those
affected in designing and implementing change. Involving people in the process
may be time-consuming, but should help commit them to the new program.
21.6.4.3. Facilitation and
Support. Introduce the change gradually, if possible. Provide
additional training if needed. Reinforce and encourage people as much as
possible. Remember the power of high expectations.
21.6.4.4. Negotiation and
Agreement. Offer incentives to those who continue to resist the
change. Negotiated agreements can help remind everyone of the changes they
agreed upon should resistance return.
21.6.4.5. Coercion. This
technique involves using force to get people to accept change. This is a last
resort because compulsion negatively affects attitudes, and has long-term negative
consequences. Coerced compliance requires constant leadership oversight to
ensure the change remains in effect.
21.6.5. There are usually many factors to
consider, whether maintaining current norms (the status quo) or changing
current norms. The change agent must analyze restraining (opposing) forces and
devise ways to reduce them to overcome resistance. At the same time, leaders
must recognize and strengthen driving (supporting) forces those forces pushing
toward change. After analyzing the forces for and against change and developing
a strategy to deal with them, leaders can attend to the change itself. Leaders
improve the chance of success when they break the change into sequential steps.
This approach provides visible success early, which may encourage people to
support the rest of the change program.
21.6.6. The unfreezing stage should be
addressed whenever change is imminent. Careful planning is an essential element
of unfreezing, improving chances of success and decreasing the likelihood of having
to repeat the unfreezing stage. Your plan should include a set of evaluation
standards to measure the degree of success or failure of the change. An
evaluation with clear goals and objectives can help assess the success of
change and help determine appropriate rewards when the change has been
completed.
21.7. Stage 2: Changing.
This stage involves modifying technology,
tasks, structure, or distribution of people. This is the movement from the old
state, or the previous norms, to the new state. During the changing stage, the
organization installs new equipment, restructures work centers, or implements a
new performance appraisal system. In short, changing is anything that alters
the status quo.
21.7.1. Your role as change agent in this
stage is to monitor the change as it occurs and pay close attention to the
people most affected by it. If you ve implemented the change too early, you ll
know it by watching the people s reactions. If some link in the system isn t
ready to handle the change, production may bog down. A few irate callers from
other branches or units will let you know in a hurry!
21.7.2. In this stage, ensure the plan
unfolds as intended. Even the best plans go awry for one reason or another.
Remember, the importance of you being involved as the change is implemented and
be ready to deal with problems that may arise.
21.7.3. Provide support at this stage. Some
people may be traumatized by the actual implementation, so you should provide
encouragement and advice as needed. The same techniques used to overcome
resistance to change (paragraph 21.6.4) apply here, too.
21.7.4. Go back to the unfreezing stage if
the change isn t going well. Going back or regrouping is better than pressing
on with a change that causes more problems than it fixes. The change agent must
decide whether (and when) to move forward. You must keep tabs on things or you
won t be in a position to make this decision. Don t just plan to change, flip
the switch, and let the chips fall where they may.
21.8. Stage 3: Refreezing.
The final stage in the change process is
refreezing. Just because you implemented a change and it appears to be going
smoothly doesn t mean the job is done. You must lock in (or refreeze) the
desired outcomes and the new norms so they become permanent.
21.8.1. Without refreezing, people often
return to the old ways. Consider an Airman who completes 7-skill level upgrade
training and learns the proper way to perform key tasks in his or her work
center. The proper way may differ from the way the work center completes the
tasks. The Airman may be inclined to conform to the old way rather than make
waves: old behaviors take over and nothing changes. Actively encouraging
the use of new techniques and reinforcing them encourages others to use them,
essentially freezing the new behavior. A critical step in refreezing is
evaluating results. Did the change have the desired effect? If so, press on. If
not, the new process may need more support, instruction, training, time, etc.
21.8.2. Having developed strategies to evaluate
results in Stage 1 of the change process, now is time to implement them.
Positively reinforcing desired outcomes is crucial. Reward people when they do
something right; this strengthens the correct behaviors and helps freeze them
into place. In many cases, the change agent can call attention to the success
of the change and show where it works. Highlighting successful change helps
remove lingering resistance and prevents people from returning to the old way
of doing things.
21.8.3. In some cases, even what appears to
be successful change management fails in the end. Years ago, a company bought
new computer equipment for the typing pool, replacing the old electric
typewriters with word processing stations. The new technology included color
monitors, advanced software, and high-speed printers. Everyone was carefully
trained. The new equipment was installed for half the typists at first, then
the other half got their new equipment, and the supervisors (change agents)
provided support and encouragement all the way. Soon the section was turning
out professional correspondence in half the time it previously took. Successful
change, you say. Unfortunately, it wasn t. To cut down on the noise from the
printers, portable dividers were installed between workstations. This isolated
the typists from coworkers, who used to be able to converse back and forth
unimpeded. As a result, the previous social system, which was one of harmony,
turned into one of unhappy isolation. Both the people and the work suffered,
and the change plan had to be modified.
21.8.4. Do you think the change agents
anticipated this outcome and planned for it? Probably not, but they really
weren t at fault. After all, no one can anticipate everything. The example
serves to remind us of the importance of refreezing. The change agent must
evaluate results, reinforce the desired outcomes, and make constructive
modifications as needed.
21.8.5. A change agent has a tough job.
Carefully planning change; however, can make it as painless as possible. Managing
change is one of the most important responsibilities you have. Using this
three-stage process can help you manage the inevitable changes, rather than
letting the changes manage you.
Section 21D
Conflict Management
21.9. Introduction.
Conflict is inevitable in every organization,
and is often necessary to reach high levels of performance. Dr. Kenneth Thomas,
author of Conflict and Conflict Management, the Handbook of
Industrial and Organization Psychology (1976), defines conflict as the
process that results when one person (or a group) perceives that another person
or group is frustrating, or about to frustrate, an important concern. Conflict
involves incompatible differences between parties that result in interference
or opposition. Such differences can motivate for positive change or decrease
productivity.
21.9.1. Destructive Versus
Constructive Conflict.
Conflict can be constructive or destructive
and becomes destructive when it results in barriers' to cooperation and
communication. This destroys morale and diverts energy away from important
tasks and initiatives. On the other hand, conflict can be constructive when
managed effectively. Positive conflict results in problem solutions, greater
understanding, and enhanced communication between individuals or groups. In the
past, managers were trained to avoid conflict because of its negative
repercussions. This continues to challenge managers today as they work
feverishly to avoid it altogether. However, managing conflict effectively
offers benefits to the organization like reducing organizational chaos and
stimulating work activity and productivity. Therefore, to manage conflict
successfully, we must first understand some of the sources of conflict.
21.9.2. Sources of
Conflict.
Many factors may result in or increase the
probability of conflict within an organization. These factors manifest
themselves in combination with other factors, making it potentially difficult
to identify the specific source of the conflict. Many researchers, however,
agree that conflict originates with one or more of the following stimulants:
21.9.2.1. Communication
Factors. We often hear that many problems occur due
to a failure in, or a lack of, communication. However, on closer examination,
this usually accounts for a very small portion of the conflicts reported. The
real crux of the problem is miscommunication; for example, when communication
is misinterpreted, inaccurate, or incomplete. For personnel to perform at their
very best, they need constructive, comprehensible, and accurate information;
anything less results in frustration, stress, and failure. Remember, conflict
is defined as frustration of an important concern, whether real or perceived.
Consider your organization and the conflicts that erupted because of poor
communication. Now consider what happens when the communication process fails
altogether. Did the outcomes result in conflict?
21.9.2.2. Structural
Factors:
21.9.2.2.1. Size. Research
shows that organizational size affects the people who work there. Like an
elevator that reaches its maximum capacity, the larger the organization, the
more people there is to cause and participate in conflict. With more personnel
comes more opinions, perspectives, perceptions, etc. As a result, larger
organizations may have unclear goals, more rigid structures, increased
specialization, more levels of supervision, and increased opportunities for
information to become distorted as it passes through each organizational
echelon.
21.9.2.2.2. Participation:
21.9.2.2.2.1. The more people interact and
participate, the more noticeable their differences become. This can also lead
to disputes and conflict, partly because although people may attempt to
participate does not necessarily mean their ideas are heard or accepted. This
rejection can spark frustration and conflict among members. However, this
situation also has the potential to increase productivity if workers become
more creative or competitive and search for better ways to enhance overall unit
performance. This is productive conflict versus destructive conflict.
21.9.2.2.2.2. We want people to challenge the
status quo, to seek better ways to do business, and to continually improve
processes. This supports our core value, excellence in all
we do. Such efforts also support our service before
self core value, in that we must be willing to set aside old ways and
personal differences in order to listen to the ideas of others, to include our
newest Airman. We must be willing to change, put self-interests aside, and do
what is right for the Air Force.
21.9.2.3. Line-Staff
Distinctions. Diverse backgrounds and roles can create conflict.
According to Dr. Thomas, this is very noticeable in the line and staff
functions because the roles are so different. Overall, line personnel are concerned
with production and are usually more loyal to the company. Staff functions
usually involve creativity; therefore, staff personnel are usually more
critical of the organization. Moreover, since there are usually different
requirements for staff and line functions, there are different types of
backgrounds for each. These differences in values, training, background, etc.,
can lead to conflict. Consider how line and staff personnel view organizational
goals. Line personnel normally are more concerned with the immediate or
short-range goals, whereas staff personnel are more concerned with long-range
or strategic goals. These differences in background and viewpoints can trigger
conflict.
21.9.2.4. Rewards. Earning
rewards involves a level of competition, which can lead to conflict. Healthy
competition is not the problem. However, the individuals and groups who
perceive that the rewards were given unfairly or in favor of someone else can
often lead to conflict. For example, one person or department receives
recognition that others feel they deserved but did not receive.
21.9.2.5. Resource
Interdependence. Most likely, we have all had to compete for resources
at one time or another. When people compete for scarce resources and each party
feels they have a greater need, conflict may arise. Oftentimes, negotiations
fail as each party assumes a directive, or authoritarian position as they
compete for the resource.
21.9.3. Personal Behavior
Factors.
Conflict can arise because of individual
differences, such as goals and objectives, perceptions, values, and
personalities. Three such differences, in particular, may facilitate behaviors
that cause conflict: values, perception, and personality.
21.9.3.1. Values. Values are very important to people and will determine
their behavior. When people s values are questioned, criticized, or opposed,
conflict can result. Some values, such as religion and politics, seem to incite
the biggest arguments and can lead to fights, but even less emotion-based
values can cause conflict. For example, a worker who values high quality work
may see him or herself due a reward for the quality of the work. Conflict may
occur if the unit emphasizes quantity over quality and rewards someone else
instead.
21.9.3.2. Perception. Values
also affect how people perceive situations and other people. If a person
perceives others as lazy and incompetent, how he or she responds to that
perception may cause problems. A person's perception of what constitutes
fairness, quality of work, or constructive techniques can lead to conflict if
these perceptions differ significantly from others or what the organization has
defined for those factors.
21.9.3.3. Personality. We
have all heard about people who couldn t get along because of a personality conflict
and this isn t uncommon. Put certain personalities together and you are asking
for conflict. Two personality types especially conflict-prone are the highly
authoritarian individual and the low self-esteem individual. The highly
authoritarian personality may antagonize coworkers by escalating otherwise
trivial differences. The low selfesteem personality may feel threatened by
others and therefore overreact. Either type of behavior can create
interpersonal conflict in an organization.
21.10. Five Styles of Conflict
Management:
21.10.1. Now that we have an idea of what
conflict is and what causes it, we can examine some ways to manage it. In the
book, Conflict and Negotiation Processes in
Organizations, Handbook of Industrial and Organizational Psychology (1992),Dr.
Thomas suggests five major conflict management styles: competing (or forcing),
collaborating, accommodating, avoiding, and compromising. Dr. Thomas uses a
two-dimensional framework to compare these styles. The first dimension refers
to the degree of cooperation a manager exhibits, measuring from uncooperative
to cooperative. The second dimension measures assertiveness on a scale from
nonassertive (passive) to assertive (active). Being cooperative refers to how
willing a person or group is to satisfy the other's needs. For example, if
Person A gives into the needs of Person B, Person A is considered cooperative.
If Person A assumes a my way or the highway approach,
he or she is considered uncooperative.
21.10.2. From these two dimensions, we can
devise a way to manage conflict based on the situation. Just as situational
leadership is based on task and relationship behavior, conflict management is
situational and is based on assertive and cooperative behavior. With this in
mind, let's look at the five styles used to manage conflict.
21.10.2.1. Competing (or
Forcing). This style attempts to overwhelm an
opponent with formal authority, threats, or the use of power. Its underlying
features are being highly assertive and uncooperative.
21.10.2.2. Collaborating. The collaborating style involves an attempt to satisfy
the concerns of both sides through honest discussion. Creative approaches to
conflict reduction, such as sharing resources, may actually lead to both
parties being materially better off. For this style to be successful, trust and
openness are required of all participants. This style is high in assertive
behavior and high in cooperation and seeks a win position for both groups.
21.10.2.3. Accommodating. The
accommodating style combines low assertiveness and high cooperation. At the
simplest level, this style may merely involve giving in to another person s
wishes.
21.10.2.4. Avoiding:
21.10.2.4.1. The combination of low
assertiveness and low cooperation leads to an avoiding style. The person implies
that he or she will appear to be neutral and it may not always be possible to
adopt a truly neutral position, but a manager may nonetheless prefer to avoid
the situation. Although a manager who avoids difficult issues is likely to be
resented by his or her Airmen, this strategy may be effective under certain
circumstances. For example, a manager may initially stay out of a disagreement
to avoid escalating the conflict during a particular phase of development.
Later, when he or she judges the time is right, the manager may take a more
active role in finding a productive solution.
21.10.2.4.2. Experienced managers recognize
that action is not always necessary because some problems dissipate over time
or are resolved by other organizational processes. For example, an intense
conflict between two Airmen may seem to require intervention by their manager.
If the manager knows that one of the individuals will soon be transferred to
another department or promoted to another position, ignoring the situation and letting
the impending changes resolve the difficulty may be the best solution.
21.10.2.5. Compromising. This
style involves intermediate degrees of assertiveness and cooperation to
partially satisfy both parties' desires and achieve a middle ground. To successfully
compromise, both parties must be willing to give up something. Compromising is
common during labor and management disputes.
21.11. Applying Conflict
Management Style:
21.11.1. When deciding
which style of conflict management to use, consider a few additional factors.
First, consider who you are dealing with. When dealing with a supervisor or a
peer, the competing style of conflict management may not be applicable. Also,
doubtful any of us could force our commander in a conflict situation. On the other
hand, competing may work for a subordinate. You have the legitimate power to
enforce a policy. So knowing who is
important in deciding the style you can use.
21.11.2. Another factor is determining how
critical the issue is, also known as the stakes.
If the issue is critical, you may wish to use the avoiding style at first to
carefully consider the options or gather more data. However, because the issue
is critical, you cannot avoid it for long. Sooner or later, you will have to
confront the issue. Also, if the situation is critical and you know you are
right, you may need to use the competing style to force your position.
Conversely, if the issue is trivial, you could avoid it or even accommodate the
other party. Remember to always consider the stakes in
the issue.
21.11.3. The final factor is the situation itself. In an emergency, the
competing style might be necessary because there simply is not enough time to
collaborate or compromise. You also cannot avoid an emergency. However, if time
is not an issue and the parties are willing to discuss the matter,
collaboration may be the best way to deal with the conflict situation because
it works best for everyone.
21.11.4. Although people may consider some
styles of conflict management more effective (for example, collaborating versus
avoiding), all of the conflict management styles are useful, depending on who,
the stakes, and the situation. Using these five styles allows us to
successfully manage conflict, reduce disorder and chaos, and facilitate
creativity and innovative problem solving. Being a conflict management
specialist is just another one of the many
responsibilities of managers!
Section 21E
Problem Solving
21.12. Overview.
The use of Continuous Process Improvement
(CPI) increases operational capabilities while reducing associated costs by
applying proven methodologies to all processes associated with fulfilling the
Air Force mission. Continuous Process Improvement is a comprehensive philosophy
of operations built around the concepts that there are always ways a process
can be improved to better meet mission/customer requirements; organizations
must constantly strive to make those improvements based on performance metrics
that align to strategic objectives; and efficiencies should be replicated to the
extent practical. Continuous Process Improvement is a hallmark of highly
successful organizations and a major graded area in Air Force Inspection System
(AFI 90-201, Air Force Inspection System) and a
commander responsibility in AFI 1-2, Commander s Responsibilities.
21.13. Continuous Process Improvement uses
Structured Problem Solving.
The core of Air Force process improvement is
the Practical Problem Solving Method. The Practical Problem Solving
Method is a standardized and structured
approach to problem solving utilized in commercial industry and adopted by the
Air Force. The Practical Problem Solving Method is an 8-step process used to
clarify problems, identify root causes, and develop appropriate countermeasures
to achieve change. Typically, the Practical Problem Solving Method is
illustrated using the A3 format.
21.14. Identifying Improvement Opportunities.
Oftentimes the success of an organization
relies on its ability to identify opportunities for process improvement. Much
like industry partners, the Air Force must strive for continuous process
improvement. Customer demand, processing, budgeting, and work force needs are
all factors organizations have to effectively manage to survive. The Air Force
contends with the same issues as global operations continue: readiness,
training, and modernization have to be managed with less monetary freedom. The
application of Practical Problem Solving Method provides a methodical approach
to identifying opportunities for improvements through all process within the
Air Force. Consistently applied, the Practical Problem Solving Method provides
an excellent tool to make data-driven decisions with regards to management,
process change, and the sharing of best practices.
21.14.1. Strategic
Alignment. Strategic alignment provides the framework to ensure
resources and actions of subordinate levels align to and achieve the strategy,
mission, vision, priorities, and objectives of the enterprise. The Strategic
Plan identifies the current mission, vision for the future, and prioritizes
objectives to get from the current state to the future vision. The Strategic
Plan also communicates Commander's intent and assigns responsibility.
Imperative is that all improvement efforts align with the organization s
efforts to accomplish the overall Strategic Plan's objectives. AFI 1-2, Commander s Responsibilities, requires
commanders to strive for strategic alignment within their organization.
21.15. Practical Problem
Solving Method.
The Practical Problem Solving Method (Table
21.1.) is intended to be printed on an 11x17 piece of paper (A3 size) and
completed in pencil. An A3 provides a concise single page document for problem
identification and validation designed to help organizations build consensus.
Its simple design helps the user apply a structured scientific approach, while
allowing it to be modified and changed quickly for ease of
use. Descriptions of the Practical Problem Solving Method steps follow:
21.15.1. Step 1 Clarify
and Validate the Problem: Table 21.1. Air Force Practical Problem Solving
Method.
|
Step |
Description |
|
1 |
Clarify and validate the problem |
|
2 |
Break down the problem and identify performance gaps |
|
3 |
Set improvement target |
|
4 |
Determine root cause |
|
5 |
Develop countermeasures |
|
6 |
See countermeasures through |
|
7 |
Confirm results and process |
|
8 |
Standardize successful processes |
21.15.1.1. The critical first step to
effective problemsolving is to clearly understand the problem. A problem
solving effort that begins with We all know what the
problem is, so just get it fixed now? sets us up for
failure before we begin. This fly by the seat of your pants approach leads to
several errors. First, because the obvious solution is often based purely on
the experience level of the problem solver, which misdiagnose the underlying
problem. Secondly, this mindset is closed to the possibility of innovative
solutions which are better suited to solving the real problem. A well-defined
problem statement uses data to identify where the problem is occurring and
impact of the problem, and compares performance against a standard with scope
and direction. The statement does not make
assumptions of a
root cause, solution and/or countermeasure and includes visual tools to depict
the current state.
21.15.1.2. The Who,
What, When, Where, and significance of the problem statement should be
validated by data. This is done by collecting and analyzing data to both
validate the existence and magnitude of the problem. If data does not exist,
the effort should be paused to collect and analyze the needed data before moving forward. Tools to consider for Step 1 are
Strategic Alignment; Voice of the Customer; Supplier, Input, Process, Output,
Customer Diagram; and Value Stream map.
21.15.2. Step 2 Break Down
Problem and Identify Performance Gaps:
21.15.2.1. Once the problem has been clearly
identified and answers the Who, What, When, and Where of the problem statement,
efforts are made to further analyze the data in comparison to the voice of the
customer. The voice of the customer gives the standard to measure from. The
delta between the current state (otherwise known as the voice of the process)
and voice of the customer will highlight opportunities for improvements (also
called the performance gap). Often, the more thorough the evaluation of a
problem in this step, the more effective and concise the Practical Problem
Solving Method will be.
21.15.2.2. A critical
step in assessing a problem is gathering and reviewing data on the process.
Understanding what appropriate data is required and the ability to interpret
that data is paramount to performance gap analysis. Step 2 effectively frames
and supports the problem in Step 1 using data. Tools to consider for Step 2 are
Go & See and metrics that help better define the gap between the voice of
the customer and voice of the process.
21.15.3. Step 3 Set
Improvement Targets:
21.15.3.1. Air Force leaders establish a
vision of what an organization will strive to become (the Ideal State). In Step
3, process owners and/or project sponsors set improvement targets based on
voice of the customer and strategic goals and objectives. Targets help define
the required performance levels to achieve the vision. Targets should be
challenging but achievable and have certain characteristics: Specific,
Measurable, Attainable, Resultsfocused, and Time-bound (SMART). The project
should obtain a vector check upon completion to ensure strategic alignment with
the project champion. Tools to consider for Step 3 are Ideal State Map, SMART objectives,
setting goals.
21.15.3.2. SMART
Objectives are:
21.15.3.2.1. Specific: Have
desirable outputs based on subject matter expert knowledge and experience
applicable to the process improvement activity. Specific targets should answer who
is involved, what is to accomplish, where it is to be done, when it is to be
done (time frame), which (Identify requirements and constraints) and why
(Specific reasons, purpose or benefits of accomplishing the goal).
21.15.3.2.2. Measurable: Include
time frames and data obtainable from specific sources. Establish criteria for
measuring progress toward the attainment of each goal. To determine if your
goal is measurable, ask questions such as......How much? How many? How will I
know when it is accomplished?
21.15.3.2.3. Attainable: Resources
are available; may have some risk, but success is possible.
21.15.3.2.4. Results-Focused: The
mission, vision, and goals are linked and meaningful to the user.
21.15.3.2.5. Time-bound: Provide
date for completion. Targeted dates provide measurable accountability.
21.15.4. Step 4 Determine
Root Cause.
Air Force leaders often find themselves
addressing problems which have been solved many times because previous
problem-solving efforts were directed at symptoms of
a problem rather than the root cause of the
problem. If an aircraft is constantly breaking down and cannot perform its
mission, should the goal be to reduce aircraft usage, improve repair cycle
time, improve the quality of replacement parts, improve the aircraft design, or
improve the aircraft design process? Each step becomes increasingly difficult
to evaluate, but each step also has a greater impact in the elimination of the
problem. Root cause analysis is a tradeoff between digging as deeply as
possible and finding the deepest point still within the team's sphere of
influence. The correct root cause should be validated by using the same data
used to define the problem in Step 1. Tools to consider for Step 4 are 5 Whys,
brainstorming, Pareto Chart, Affinity diagram, fishbone diagram, and control
charts.
21.15.5. Step 5 Develop
Countermeasures:
21.15.5.1. Step 5 is where process changes
that directly corrects, influences, affects each of your root causes are
developed. Air Force leaders should follow important guidelines to ensure the
greatest likelihood of success. A key principle to remember is that the impact
of a solution is a combination of the quality of the solution and the
acceptance of the solution by the people who must implement it. The
relationship is similar to the following formula: (Quality of the solution) x
(Acceptance) = Impact. Also, when developing countermeasures strive for process
improvement change that is sustainable and repeatable.
21.15.5.2. Address potential root causes with
countermeasures which conform to lean principles and are the most practical and
effective, keep it simple. Validate countermeasures will close performance gaps
when implemented. Countermeasures should move the organization closer to the
ideal state and support strategic plans. Also recommended is to build
consensus, when possible and appropriate, with all stakeholders
involved. Judiciously involving stakeholders in the development of
countermeasures sponsors ownership of the solution and its success. At the end of
this step, obtain a vector check from the champion to ensure strategic
alignment. The champion approves the countermeasures prior to
implementation. Tools to consider for Step 5 are Sort, Straighten, Shine,
Standardize, Sustain; brainstorming; multi-voting; Possible, Implement,
Challenge, Kill Chart; errorproofing; standard work; cell/flow design; and
Future State Map.
21.15.6. Step 6 See
Countermeasures Through.
Step 6 is seeing countermeasures through
execution and tracking of detailed implementation plans for each countermeasure
approved in Block 5 of the Practical Problem Solving Method. The champion
should be updated regularly on all tasks status until countermeasures have been
implemented or deemed unnecessary as target state has been met. Devoting time and
resources towards developing an action plan without action should be considered
waste. Tools to consider for Step 6 are Sort, Straighten, Shine, Standardize,
Sustain; visual management, standard work, cell/flow design, variation
reduction, error-proofing, quick changeover, and the rapid improvement event.
21.15.7. Step 7 Confirm
Results and Process:
21.15.7.1. Step 7 compares the results of
implemented countermeasures to the identified performance gaps and improvement
targets. Verify the improved process is sustainable and repeatable. Results are
measured by data and analyzed to confirm the project's intent. Illustrate
confirmed results with appropriate data tool(s) which link back to performance
gap(s) in Step 2 and improvement target(s) in Step 3. Tools to consider during
step 7 are key performance indicators/metrics and strategic alignment.
21.15.7.2. Processes should be monitored for:
21.15.7.2.1. Performance relative to the
baseline developed in Steps 1 and 2.
21.15.7.2.2. Performance relative to SMART
targets established in Step 3.
21.15.7.2.3. Performance relative to the
solution implementation.
21.15.7.2.4. If you are not meeting targets,
you may need to return to Step 4. Incorrect root-cause determination is the
most common mistake made during continuous process improvement efforts.
21.15.8. Step 8
Standardize Successful Processes:
21.15.8.1. Step 8 is the most commonly
skipped and under-completed step of the entire Practical Problem Solving
Method. Some people are tempted to take newfound knowledge and skills and
immediately move on to the next improvement initiative, skipping the effort to
ensure the results are codified.
21.15.8.2. This step is defined by answers to
three questions:
21.15.8.2.1. What is
needed to standardize the improvements? This could be Airmen Powered
by Innovation (API) program input, changes to technical orders, Air Force
instructions, operating instructions, equipment materiel, or using a different
vendor or supplier.
21.15.8.2.2. How should
improvements and lessons learned be communicated? This could be
accomplished through input into Air Force CPI Portal, key meetings, Air Force
publications, Public Affairs, chain of command, or SharePoint sites. Leaders
should ensure the Wing Process Manager is aware of the success.
21.15.8.2.3. Were other
opportunities or problems identified by the problem-solving model? This
project may have identified additional problem-solving opportunities.
21.15.8.3. Effective problem solving should
follow the Practical Problem Solving Method. Attempting to skip, reorder, or
shortcut steps invariably leads to suboptimal solutions or failure. Following
the Practical Problem Solving Method ensures actions lead to the desired
results with minimal waste. It also ensures the results are aligned with the needs
of the organization. Properly applied, the Practical Problem Solving Method is
aligned to the organization's purpose and activities and increases Air Force
combat effectiveness.
21.15.9. Methodologies. Air
Force CPI incorporates aspects of four major CPI methodologies. A Practical
Problem Solving Method solution may simultaneously draw from more than one of
the CPI methods.
21.15.9.1. Lean. A
methodology focused on work flow, customer value, and eliminating process
waste; unique from traditional process improvement strategies in that its
primary focus is on eliminating non-value added activities.
21.15.9.2. Six
Sigma. A rigorous, data-driven methodology for process improvement
focused on minimizing waste through identifying, controlling, and reducing
process variation.
21.15.9.3. Business
Process Reengineering. A comprehensive process requiring a change in
the fundamental way business processes are performed. Business process
reengineering identifies unnecessary activities and eliminates them wherever possible.
21.15.9.4. Theory of
Constraints. A systematic approach to optimize resource utilization by
identifying, exploiting, subordinating, elevating, and reassessing constraints
(bottlenecks) in the process.
21.15.10. Practical
Problem Solving Method Level of Effort. Different levels of effort are
required to accomplish this method initiative.
21.15.10.1. Just Do
It: Also called point improvement, this involves one person (or a
small team) and can be accomplished in less than a day. Examples could be using
torque wrenches instead of adjustable wrenches, or routing paperwork via email
instead of the post office or paper distribution channels.
21.15.10.2. Rapid
Improvement Event: A rapid improvement event consists of a small team
of individuals, usually subject matter experts, and can be accomplished in less
than a week and is designed to develop and implement countermeasures after
appropriate project preparations have been made. Examples could be improving
aircraft servicing cycle times, or improving first-time pass yields on task
management tool taskers.
21.15.10.3. Improvement
Project: This setting requires a large team and is conducted over a
longer period of time. Examples might be shortening aircraft annual overhaul
cycle time or writing software to track annual overhauls.
21.15.11. Summary.
Practical Problem Solving Method is a
structured method to CPI. It is flexible enough to be effective at any level,
from Headquarters Air Force, to the individual Airman. This single-piece of
paper approach provides a standardized template for Airmen to solve problems
and perform process improvement initiatives. If you have questions on the usage
of Practical Problem Solving Method or want to get more training related to CPI
philosophies, please contact your local Manpower office for training at your
location.
Section 21F
Project Management
21.16. Introduction.
"Project management? I'm not in the
plans and programs business; so why should I worry about managing a
project?" These are questions which may be on your mind right now. If
so, you may be right, for now. However, you have the likelihood of taking
positions in the future which will or do involve the sound management of a
multitude of resources. Even if you are not involved in the management of a
long-term project involving millions of dollars' worth of resources, the
benefits of obtaining knowledge of project management principles and their
application will make you a better planner and manager.
In addition, these same skills will easily
blend with your other management skills to improve your effectiveness as a
manager and a leader. Scores of books have been written on the topic of project
management, and this short reading cannot make you fully knowledgeable of all
aspects of project management. However, this reading will familiarize you with
some of project management's essential terminology and illustrate practical
uses of project management principles. Project management cannot be understood
unless you know a little bit about the project management language.
21.17. Project Management.
Project management uses a unique array of
terminology to communicate its principles and use. The first term we should
probably clear up right away is the term "project management."
According to Hersey and Blanchard in their book Management of Organizational Behavior, management is defined as the
process of working with and through individuals and groups and other resources
to accomplish organizational goals (Hersey and Blanchard: 5). In their book, Successful Project Managers, Jeffrey K. Pinto and O.P.
Kharbanda define project as a combination of human and non-human resources
pulled together in a temporary organization to achieve a specified purpose
(Pinto and Kharbanda: 13). Although there are many definitions to choose from,
for the purpose of this reading we'll use Pinto and Kharbanda's definition of
project management: the process of leading, coordinating, planning, and
controlling a diverse and complex set of processes and people in the pursuit of
achieving project objectives (Pinto and Kharbanda: 17). With this definition in
mind, it may be worthy to examine what project management is not. A project is
not a program; programs are ongoing. A project, by definition, is something
temporary. Although temporary could be in terms of years, a project is unlike a
program. You are involved with many programs in your work centers, and programs
are ongoing. A project has a single objective, which has some time frame
attached to it. Armed with project management's basic definition, we can now expand
on project management's other terms.
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Define the Project
Objective Develop Solution Options Plan the Project What must be done? Who will do it? How will it be done? When must it be done? How much will it cost? What do we need to do it? Execute the Plan Monitor & Control
Progress Are we on target? If not, what must be done? Should the plan change? What else did we
learn? Close the Project What was done well? What should be improved? What else did we learn? |
21.17.1. Some of the terminology used in
project management is contained in the Figure 21.1.
Project basic steps of project management. These steps are depicted in
Figure 21.1 and Management Steps. appear in the book Fundamentals of
Project Management, by James P. Lewis (Lewis: 7).
21.17.1.1. Define the Project Objective. Identify the problem or
objective to be solved, or the improvement to be achieved by the project. What
client need is being satisfied by the project?
21.17.1.2. Develop
Solution Options. How many ways might you go about solving the
problem? Of the available alternatives, which do you think will best solve the
problem? Some decision analysis techniques will come into play here.
21.17.1.3. Plan the
Project. Planning is nothing more than answering questions what must
be done, by whom, for how much, how, when, and so on.
21.17.1.4. Execute the
Plan. People sometimes go to great length and effort
to put together a plan, but then fail to follow it. Follow your plan.
21.17.1.5. Monitor and
Control Progress. The project manager must monitor
and control by being present and making appropriate decisions. This is where
you'l1 determine whether or not the plan was sound and can make adjustments as
necessary.
21.17.1.6. Close the
Project. Once the objective has been achieved, the project is
finished, but there is still a final step that should be taken. It's time for
lessons learned what went well, what didn't, and what should be improved?
(Lewis: 7)
21.17.1.7. Ultimately, the goal is to achieve
the objective of the project in the most logical, sensible manner. By following
these steps, you will succeed. Sound simple? We all know there is more to it
than just knowing the steps. Once a realization of the steps of project
management is attained, accomplishing these steps requires understanding of
some more terminology.
21.17.2. Before you can complete Step 1 of
project management, you have to ensure the problem or improvement opportunity
is clearly defined by the project objective. You might say that an objective is
simply a goal, but in reality, when it comes to project management, an
objective has to be more specific than a typical broad goal. According to
Marion E. Haynes in her book, Project Management: From Idea
to Implementation, good objectives are SMART. SMART is an acronym,
which stands for Specific, Measurable, Action-oriented, Realistic, and
Time-limited.
21.17.2.1. Specific because a good objective
says exactly what you want it to say.
21.17.2.2. Measurable because you want to be
able to determine whether you have met the objective.
21.17.2.3. Action-oriented by using
statements that have action-tense verbs and are complete sentences. In other
words, make the objective active voice, not passive voice.
21.17.2.4. Realistic because good objectives
must be attainable yet should present a challenge.
21.17.2.5. Time-limited because a specific
time should be set by which to achieve the objective (Haynes: 16).
21.17.3. For example, "Accomplish the
renovation of the office area" would be an example of a goal you wish to
achieve. A SMART objective for such a goal might be: "Renovate the office
area by June 30, 200X at a cost not to exceed $12,000." By specifying the
objective of the project, you can now determine the constraints you have to
operate under.
21.17.4. Constraints are numerous for all
activities we endeavor, but constraint consideration is crucial for project
management. According to Geoff Reiss in his book, Project
Management Demystified, quality, time, and cost are the main
constraints realized in project management. Quality refers to being in
accordance with the requirement - the specifications. Time refers to the amount
of time you have to complete the project. Cost, of course, refers to your
resource constraints, to include the four M's necessary to complete the
project: money, manpower, machinery, and materials. One of these constraints
(Quality, Time, and Cost) will be your driver for the project (Reiss: 39). To
understand the meaning of driver, let's examine some of National Aeronautics
and Space Administration's projects. In the 1960s, a manned vehicle called
Sputnik broke through the earth's atmosphere, and the space race began. In an
effort to catch-up, time became a driver for National Aeronautics and Space
Administration's project to launch a man into space. The amount of money spent
or the quality of the materials, although important, did not drive the project.
However, during the 1980s, the explosion of the Challenger caused National
Aeronautics and Space Administration to change drivers. Now quality became the
driver for future projects. The driver for your project will have an impact on
the other two constraints affecting your project. Ensure you take this into
consideration when making decisions about your project's objective. If time is
the driver, the T of your SMART objective needs to be reflective of that
driving influence. If quality is your driver, the S of your SMART objective
needs to be predominant. How will quality being your driver affect the other
constraints? Quality increases the amount of time taken and increases the
expense of materials. You must always remain cognizant of the impact one
constraint has on another and adjust the management of your project
accordingly. Ultimately, your driver and affected constraints will have an impact
on the solutions you develop. As the project manager, it is incumbent upon you
to provide the leadership and use good team-building techniques to establish a
sound project objective and generate the solution options necessary to achieve
those objectives. Once these steps have been completed, it will then be time to
embark upon the most important and timeconsuming aspect of project management
planning.
21.17.5. As indicated earlier, planning the
project involves answering several questions. The first of those questions is:
what must be done? The answer is contained in the objective of the project, but
more specifics are needed. Haynes states that the starting place for answering
the question of what must be done is by using a work breakdown structure. A work
breakdown structure is a technique based on dividing a project into sub-units,
or work packages. Since all the elements required to complete the project are
identified in the work breakdown structure, the chances of neglecting or
overlooking an essential step are minimized. A work breakdown structure is
typically constructed with two or three levels of detail, although more levels
are quite common depending on the complexity of the project (Haynes: 25). To
illustrate using an elementary example, Figure 21.2 depicts a work breakdown
structure for a typical yard project. Granted, a work breakdown structure would
not usually be constructed for such a project, but to illustrate the concept,
it is best to use something very simple to start with.
21.17.6. Graphically, you can quickly
ascertain the necessary tasks to complete the project. Such a structure for
your project will permit you, and others who see the work breakdown structure,
to readily identify what needs to be done, spot omissions which might later affect
the outcome of the project, and make suggestions for improving and expanding
the work breakdown structure. How much is too much detail? According to Lewis,
the general guideline is that you stop breaking down the work when you reach a
point at which you can estimate to the desired degree of accuracy, or at which
the work will take an amount of time equal to the smallest units you want to
schedule (Lewis: 41 ). Taking Figure 21.2's work breakdown structure as an
example, although the trim hedge element of the project is an element that
needs to be included as part of the work breakdown structure, it is not
necessary to further indicate whether the hedge should be squared or rounded,
done from left to right or top to bottom, etc. The amount of breakdown is an
element the project manager and the project team must decide upon. Once the
work breakdown structure has been tweaked and finalized, the next step is task
analysis.

Figure 21.2. Work Breakdown
Structure. 21.17.7.
Like the work breakdown structure, the amount of detail needed for the task
analysis depends on the task involved and the desires of the project manager
and project team. The more complex the project, the greater the importance of
detailed task analysis. Figure 21.3 depicts a typical task analysis and details
considered using our elementary example task pertaining to the yard project. As
you can see from the example, a wealth of information
is contained about the
task which is not depicted in the
work breakdown structure, to include task milestones, more
specific information of how the milestones can be measured, and identification
of dependent tasks, budgetary concerns, task assignments, and reporting
requirements. As the project manager, you can delegate the task analysis for
each task to the appropriate person. Once they are compiled, you can make final
decisions on task assignments and budgetary concerns. The task analysis is what
provides the crucial information for determining how the tasks of the project
interrelate. For example, in the case of the yard project, the tasks associated
with preparing the equipment must be completed prior to any of the other tasks
being accomplished. There is no sense in accomplishing cleanup if you haven't
done any of the work yet. Although this example may seem to be common sense,
when larger projects are in the planning stage, it is imperative the proper
sequencing of tasks occurs prior to beginning a project to ensure the
efficiency of the project. You wouldn't want carpet installed in your home
prior to painting the ceiling and the walls, right? Once a task analysis has
been performed on all tasks associated with the project, the next phase of
project management, scheduling, must be conducted.
Figure 21.3. Task Analysis
Worksheet.
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Task Objective: Clean up |
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Measurement |
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1. Pick up trash |
Front
& back yards (determine # bags needed) |
15 minutes |
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2. Bag grass |
Front
& back yards (determine # bags needed) |
30 minutes |
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3. Bag hedge clippings |
Around
hedges bordering property and house (determine # of bags needed, wear gloves) |
15 minutes |
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4. Haul to dump |
Use
pickup (ensure driver has directions and vehicle is fueled) |
35 minutes |
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Task(s) on which this task is dependent: Cut grass, trim hedge, and edge & weed |
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Task(s) which is (are) dependent on this task: None |
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Itemized Task Budget: Cost of gloves none (already own pair), bags approximately 15 cents each, and fuel and insurance on pickup To be Determined |
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21.17.8. The advent of computer software has
made scheduling tasks for projects much easier than it used to be. According to
Lewis, until around 1958, the only tool for scheduling projects was the bar
chart (Lewis: 50). Figure 21.4 below depicts a simple bar chart constructed
from a word-processing software package using a table. As you can see, the time
taken to complete a task is depicted graphically as one of the dark colored
bars in 5-minute increments.
Figure 21.4. Gantt Chart.
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5 |
1 0 |
1 5 |
2 0 |
2 5 |
3 0 |
3 5 |
4 0 |
4 5 |
5 0 |
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6 0 |
6 5 |
7 0 |
7 5 |
8 0 |
8 5 |
9 0 |
9 5 |
1 0 0 |
1 0 5 |
1 1 0 |
1 1 5 |
1 2 0 |
1 2 5 |
1 3 0 |
1 3 5 |
1 4 0 |
1 4 5 |
1 5 0 |
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21.17.9. Lewis indicates that prior to the
advent of project management software, similar charts were used. Chart such as
the one depicted in Figure 21.4., above were called Gantt charts, named after
Henry Gantt, the developer of this notational system. Until the advent of
computer software packages, Gantt charts had one serious drawback determining
the impact of a slip of one task, on the rest of the project was very
difficult. To overcome this problem, two methods of scheduling were developed
in the late 1950s and early 1960s that used arrow diagrams to capture the
sequential and parallel relationships among project activities. One method was
called critical path method, developed by DuPont; the other, performance
evaluation and review technique, was developed by the Navy and the Booze, Allen
and Hamilton Consulting Group. The major difference between the two methods is
the ability performance evaluation and review technique has to calculate the
probability that an activity will be completed by a certain time, whereas
critical path method does not (Lewis: 51). It is important to point out that
critical path method is a method of scheduling used when the time for
completing each task of the project is well known, whereas performance
evaluation and review technique is used when task durations within a project
(usually a large project) are unknown or difficult to predict. For example, in
the case of the yard project, if you had performed the various tasks before,
you would be able to accurately estimate the amount of time it would take to
complete the tasks based upon your own personal experience. Therefore, critical
path method would be a simpler method for scheduling. However, in the case of a
large project where estimates are not based upon personal experience,
performance evaluation and review technique might be a more appropriate method
for scheduling. According to Haynes, a way to deal with the lack of precision
in estimating time is to use a commonly accepted formula for the task. The
estimate is derived in the following way (Figure 21.5.):
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Let Tm = the
most probable time, To = the most optimistic
(shortest) time, Tp = the pessimistic (longest)
time, and Te = the calculated time estimate. Then
The following formula would apply: ??0+4????+???? Te = 6 |
Figure 21.5. Formula for the
Task.
21.17.10. Once a time duration is
determined for each sub-unit of the project, the next step is to determine the
earliest and latest starting times for each sub-unit (Haynes: 31). Both critical
path method and performance evaluation and review technique methods are used
for what is termed network analysis. According to Reiss, network analysis is
simply breaking down any project into activities or tasks and then deciding how
long each task will take and how each of these activities relate to one
another. From this data, you calculate the timing of each element and predict
which activities or tasks are vital to the success of the project (Reiss: 46).
The analysis (a simple graphical expansion of the task analysis) is depicted
using bar charts, critical path method, performance evaluation and review
technique, or a combination of the three. For critical path method and
performance evaluation and review technique, a common convention used is called
activity on arrow or precedence. For the purpose of this reading, we will refer
to the technique as strictly precedence. To better
understand this technique, the following series of diagrams and accompanying
explanation is provided. In Figure 21.6 below, the precedence, or task to be
accomplished, is indicated on the line between the two circles. According to
Reiss, the words written above the line describe the task and are known as the
task description. This task or activity (precedence) takes a certain period of
time. We call the circles events or nodes, and they illustrate the completion or the beginning
of events. Reiss goes on to say that the circles can also be squares, diamonds,
or a variety of other symbols, depending on what technique is being employed
(Reiss: 49).
![]()
Figure 21.6. The Precedence or
Task
21.17.11. To expand this concept a little,
let's take a look at a slightly more involved example. In Figure 21.7
below, we see an example of how the precedence of open garage door must
occur before the next two separate events can begin or reach completion.
In other words, for event 4 to take place (the beginning of the precedence's
get the car out and get the bike out); the prior precedence open
garage door must take place. When a task must be completed before other
tasks can begin, that task is said to be a dependency task,
or predecessor task. According to Reiss, the
completion of events
like 5 & 6, get the bike out and get the car out , are dependent upon the
task open garage door , and therefore follow open garage door . These
succeeding tasks are independent of each other in the diagram. In other words,
they can be accomplished independently of each other (provided the same person
is not accomplishing both tasks) (Reiss: 50). Tasks that are independent of
each other can be performed simultaneously if adequate resources are available.
Figure
21.7. The Precedence or Task Expanded 21.17.12. According to Reiss, we can also estimate the
amount of time which we think each task will take, and this amount
of time we call the duration of the task. When a network diagram is
drawn containing nodes connected by tasks labeled with durations, the time
each task should happen can be calculated by adding up the durations of
the various routes contained within a network. Normally one of these routes
will take longer than the other routes. The longest route is referred to
as the critical path. The completions of the tasks along the critical path are vital to
the success of the project, for if any one of
those tasks becomes delayed for some
reason, the entire project will also be delayed. For example, Figure 21.8
illustrates a network diagram with multiple routes and .activity arrows labeled
with task completion times.
21.17.12.1. The critical path is indicated in
bold (A, C, E, G, I) along the route with the longest total completion times.
If the tasks between A and C, C and E, E and G, or G and I should take longer
than the time indicated, the total length of time for the entire project will
be delayed. Hence, this critical path is vital to
task completion, so the tasks along this path should receive the most attention
during the length of the project.
21.17.13. As indicated earlier by Reiss,
squares can be used to represent these events, or nodes. Performance evaluation
and review technique makes use of squares to illustrate network analysis
(Reiss: 49). In Figure 21.9 below in the network diagram of Figure 21.8 is
formatted in performance evaluation and review technique.
Figure 21.8. Critical Path.

Figure 21.9. Performance
Evaluation and Review Technique.

21.17.14. The critical path is identified by
the bold-faced box borders and the arrows that lead into and out of them. As
you can see from the upper left box labeled XYZ PROJECT, the project is to take
22 days, assuming the critical path durations do not change (Task 1.1 of 5 days
+ Task 1.3 of 5 days + Task 1.6 of 7 days + Task 1.9 of 4 days + Project Review
of 1 day = 22 days). Whether you choose, network diagramming like that depicted
in Figures 21.7 and 21.8 or a Gantt chart is insignificant. The important thing
to remember is that the tool used should be simple to read and user friendly
for your project. For the purpose of the remainder of this reading, we will use
a Gantt chart to graphically depict further project discussions. Most project
management software packages make use of Gantt charts, but even if you do not
have access to project management software, Gantt charts can be easily
constructed manually in most word processing and spreadsheet programs. Figure
21.10 below is a Gantt chart from a popular software package that depicts the
information displayed previously in Figures 21.8 & 21.9.
21.17.15. The critical path in Figure 21.10
is identified by those tasks whose task names are larger, bold-faced and
underlined in the column labeled Task Name. As indicated earlier, the critical
path is vital to task completion, so the tasks along this path should receive
the most attention during the length of the project. Reiss indicates that
activities off the critical path have some freedom of movement without
affecting the overall project. These tasks are said to have float or slack. The
amount of float is the amount of time the activity can be delayed without
affecting the project overall. Critical tasks have no float, and may become
critical when their float is entirely consumed by the passage of time. There
are two types of float free float and total float. Total float is what we have been talking about
thus far the amount of time a task can be delayed without affecting the
project's end date (Reiss: 52). (NOTE: In the following examples, the Gantt
chart depicted is for a work schedule of Monday through Friday, with weekends
being non-duty days.) For example, in Figure 21.10 below, task 1.2 has 2 days
of total float. Since it is not along the critical path, if it was to be
delayed by 2 days, it would still not cause task 1.6 to be delayed from
occurring; thus, its delay would not affect the critical path or the project.
Free float is the amount of time a task can be delayed without affecting any
tasks at all. Task 1.2 causes the delay of task 1.4; therefore, it has no free
float because a delay of this task affects another task. However, task 1.4 has
free float for if it was delayed by as much as 2 days, its delay would not have
any effect on the accomplishment of another task. Why? Because task 1.3 must be
accomplished before tasks 1.5, 1.6, and 1.7 can occur. Since task 1.3 is 5 days
and 1.4 is 3 days, if 1.4 was to start 2 days late and still finish in 3 days,
it would not hold up the tasks, which are also waiting on the completion of task
1.3. That extra 2 days is called task 1.4's free float. Float (or slack) is a
concept which is very beneficial to a project manager. For example, suppose
task 1.3 (a critical task) was accomplished by a team of folks. If a couple of
team members were unable to perform for some reason (emergency leave,
hospitalization, etc.), task 1.4 could be delayed and personnel from the team
accomplishing that task could be used for task 1.3. Another possibility might
be that computers used for accomplishment of task 1.3 have failed and task 1.4
could be delayed to permit the computer resources to be used for task 1.3.
Knowledge of task duration, resources to accomplish the task, and float
available for tasks can enable a project manager to make sound decisions to keep
the project on schedule or to even shorten the time required to complete the
project.
Figure 21.10. Task Name Gantt Chart.
21.17.16. There is a multitude of information
available on project management. We have attempted to introduce you to some of
the terminology, expound on some project management principles, and illustrate
practical uses of project management principles. Remember, project management
and program management are not the same thing. Unlike a program, a project is
temporary, not ongoing. Project management is the process of leading and
managing processes and people in the pursuit of achieving project objectives.
The steps of project management include defining the problem, developing
solution options, planning the project, executing the plan, monitoring and
controlling progress, and closing the project. Project objectives should be
SMART specific, measurable, action-oriented, realistic, and time-limited. For
project management, the primary constraints are quality, time, and cost. Of
these three constraints, one of them will likely be the driver for a project.
The driver of a project will have an impact on the other constraints affecting
the project. As a project manager, you must remain constantly aware of the
driver and how it impacts the other constraints of the project. With the
constraints in mind, it is imperative for the project manager to provide sound
leadership and management to develop the solution options necessary to achieve
the project objective. Once options are developed, the most important and
time-consuming aspect of project management must occur planning the project.
Planning a project involves activities that answer the questions who, what,
when, where, and how. Techniques of special importance to use during planning
are a work breakdown schedule, task analysis, and scheduling. Scheduling is
accomplished in a number of ways, to include Gantt charts, critical path
method, and performance evaluation and review technique. Gantt, critical path
method, and performance evaluation and review technique are methods used for
network analysis. Critical path method and performance evaluation and review
technique use a common convention called activity on arrow, or precedence.
Regardless of the method used, the route contained in the diagram depicting the
longest duration is referred to as the critical path. The completion of the
tasks along the critical path is vital to the success of the project, and
failure of any one of those tasks to be completed on time results in a delay to
project completion. The activities of some tasks off the critical path have
some freedom of movement without affecting the overall project. These tasks are
said to have float or slack; the two types of float are total float and free
float. Total float is the amount of time a task can be delayed without
affecting the project's end.
21.18. Conclusion
.
Organizational management is the process of
organizing, planning, leading, and controlling resources within an entity with
the overall aim of achieving its objectives. Organizational management provides
leaders the ability to make decisions and resolve issues in order to be both
effective and beneficial. This chapter provided valuable information leaders
need to effectively manage their organizations. This chapter covered
Organizational Design, Managing Organizational change, conflict, problem
solving, and project management.
Chapter 22
HUMAN RESOURCE DEVELOPMENT
Section 22A Power
22.1. Introduction:
22.1.1. The concept of power in the workforce
has a negative connotation and brings to mind such associations as coercion,
manipulation, and even corruption. This does not have to be the case. Power has
many positive aspects, and everyone can learn to explore and harness different
sources of the individual power they have in the workplace. By developing their
own sources of power, employees will be less dependent on others for the
leadership they need, and thus be better able to take initiative and make
greater contributions in their jobs.
22.1.2. Develop your own program called Situational Self Leadership, and take a different perspective on
power. Develop an understanding that the sole advantage of power is the ability
to do more good. Thus, if you want to do more good for yourself and more good
for the people around you, it is important to learn how to tap into your own
points of power.
22.2. Aspects of Power:
22.2.1. Position
power is inherent in the authority of the position you have. You have
position power when your business card has a title printed on it that indicates
you have the power to manage people or command resources. My dad, an officer in
the Navy, used to say, The best leaders are those who
have position power and never have to use it.
22.2.2. Task power is
power that stems from being good at a particular task at work and being able to
help others with a process or procedure they may need to do.
22.2.3. Personal
power comes from your personal character attributes such as strength
of character, passion, inspiration, or a personal vision of the future.
Personal power is further enhanced by the strength of your interpersonal
skills, such as your ability to communicate well and to be persuasive with
others.
22.2.4. Relationship
power comes from association with others through friendship, personal
understanding of a colleague, and cultivation of a relationship, nepotism, or
reciprocity (trading favors).
22.2.5. Knowledge
power is about having expertise in an area. This is often through
knowing a special skill or group of skills in your job, but is also evidenced
by having certain degrees or certifications indicating special training.
Knowledge power can often be transferred from job to job or from organization
to organization, and is a general type of power.
22.3. Charting Your Points of
Power:
22.3.1. An enlightening activity is to list a
number of workplace situations or conditions where you feel you have the power
to influence outcomes or people. Next to each item, categorize the type of
power you have in that circumstance.
22.3.2. Now draw a five-pointed star with ten
hash marks from the center to the tip of each point. From the center of the
star, mark off the corresponding number of responses you listed in your assessment
of each type of power. The farthest hash mark you indicate on each arm of the
star becomes the new tip of that arm. Connect these new points. The resulting
graphic should be some semblance of a star, with certain points having more
emphasis and others having less. This will show you your primary points of
power at a glance.
22.3.3. If you want to be a real star in the
workplace, try to develop a strategy to balance the points of power where you
work. Some examples:
22.3.3.1. You have high knowledge power due
to expertise in analysis, and are often asked to analyze situations and report
your findings in meetings. However, you are weak in personal power and your
ability to communicate is poor. Your strategy might be to take a presentation
skills course or to ask someone to critique a presentation before you give it
to the group.
22.3.3.2. You have high task power and need
to present an idea to the head of your department, but are somewhat weak in
relationship power. Your strategy could be to ask a coworker who has the ear of
the department head to give you feedback on how he or she thinks the department
head will react to your idea.
22.3.3.3. You have task power and are working
on a very visible project, but you lack position power, which might make it difficult
to get support. Your strategy could be to use your task power to solicit a
sponsor or champion who will help promote your project and your credibility.
22.3.3.4. You have personal power, but are
weak in relationship power. Your strategy might be to use your social skills to
network. Ask others for instructions, attend meetings of professional
organizations, or schedule lunches to help build relationships.
22.3.4. Take advantage of the points of power
where you are strong. Use your power in a positive way to do more good for
yourself and those around you. If people throughout your organization are
enabled to develop their sources of power, it could create a more even playing
field for everyone. Power doesn t have to be concentrated in the hands of a few.
Section 22B Unit
Morale
22.4. Contemporary Motivation:
22.4.1. Contemporary motivation is a simple,
three-phased approach to motivation. This approach states that people can be in
one of three levels of commitment to the organization the membership level (at
the lowest end), the performance level, or the involvement level (highest
level). A person's level of commitment determines how motivated he or she is to
accomplish the mission. The more committed a person is to the organization, the
more involved he or she is in the organization. Supervisors can help to ensure
the proper rewards are provided so individuals can move to, or remain in, a
higher commitment level.
22.4.2. Are methods available to measure unit
morale or motivation levels? Yes. For instance, the Inspector General uses a
climate assessment instrument to assess a unit s morale. Mark Alexander, author
of the article, Organizational Norms, The
1977 Annual Handbook for Group Facilitators (1977), defines a set of
organizational norms and maintains that identifying and evaluating
organizational norms will result in a morale score. He identified 10 norms
categories, but we will only examine seven. Paragraph 22.5 is an excerpt from
the article and norms survey.
22.5. Organizational Norms.
Within any organizational situation,
behavioral forces influence individual effectiveness and job satisfaction. To a
certain extent, these forces are a result of organization requirements that
people behave and act in certain ways, that they hold certain values and sentiments,
and that they interact with others in a particular manner.
22.5.1. Required and
Emergent Behavior.
An organization s required behavior,
sentiments, and interactions are not necessarily in effect. Existent or
emergent behaviors, sentiments, and interactions, in many cases, have a much
greater influence on organization life than required behavior. Emergent
behavior correspondingly affects productivity, individual satisfaction, and
personal development. Behavioral scientists generally recognize that emergent
organizational behavior is determined largely by formation of working group
behavioral norms.
22.5.1.1. Norms are
desirable behaviors. They are considered acceptable behavior as prescribed by
work groups and, in the larger context, by society and its institutions. There
are numerous examples throughout work and everyday life of emergent behavior
and the underlying norms that cause this behavior.
22.5.1.2. In the work environment, a tendency
to establish start and quit times that vary from company policy, or a work
group's inclination to establish a quicker or slower pace than required are two
often-cited examples. Outside the work situation, normative (or emergent)
behavior also occurs, and can be observed in schools, institutions, or anywhere
that people come together and interact for a period of time.
22.5.2. Positive or
Negative Norms. From the organization's view, norms can be positive or
negative. Recent studies on organizational norms indicate that they can be
broken into categories, and that certain types or clusters of positive or
negative norms can exist in a given work situation. 22.5.2.1. Positive norms
are those that support the organization's goals and objectives and foster
behavior directed toward achieving those goals. Norms that support hard work,
loyalty, quality, and concern for customer satisfaction are examples of
positive norms.
22.5.2.2. Negative norms have just the
opposite effect. They promote behavior that works to prevent the organization
from achieving its objectives. Negative norms are those that sanction criticism
of the company, theft, absenteeism, and low levels of productivity.
22.6. Norm Categories:
22.6.1. Organizational and
Personal Pride. Norms in this category are associated with an
individual's feelings of identification and sense of pride regarding the
organization. Positive norms lead the person to see the organization as his or
hers. Negative norms are reflected in a we and they
attitude toward the organization and its goals. Examples of positive and negative
organizational and personal pride norms are evident in the competition between
military organizations. If competition helps the units become better at their
missions and exhibit greater morale and motivation, then competition is
positive. On the other hand, if competition hampers the mission and leads to
reduced morale and motivation, competition is negative.
22.6.2. Teamwork and
Communication.
These norms are reflected in the visible
behaviors where individuals work together (cooperate). Negative norms foster
individuality, secrecy, and the belief that success is achieved by an attitude
of every man for himself. Positive norms promote sharing of information
and working together to achieve common goals. Thomas Jefferson noted that a
candle loses nothing when it lights another candle; that is the real nature of
partnership and teamwork: give freely of yourself and you will be rewarded with
abundance. Promoting a positive norm is even more critical as all military
branches and government agencies work together to counter global threats and to
combat terrorism at home and abroad.
22.6.3. Leadership and
Supervision.
Leadership norms can enhance or hinder
effective supervision. Negative norms cause supervisors to assume more active
roles, like constantly policing and monitoring Airmen. Positive norms result in
supervisors assuming the role of subordinate helpers, trainers, and developers.
22.6.4. Profitability and
Cost Effectiveness.
This group of norms determines people's
behavior with respect to profit and cost consciousness. Positive norms
encourage people to save money and reduce costs; negative norms foster a lack
of concern for bottom line performance. You may have heard someone say it's
good enough for government work. That is a negative norm that has been
perpetuated over the years, but is one our Air Force cannot afford if we are to
effectively accomplish our mission of defending the United States and
protecting its interests through superior air and space power.
22.6.5. Customer Relations.
Norms in this group result in individual
behavior that affects the manner in which a customer is served. Positive norms
are directed toward maximizing customer satisfaction. Negative norms lead to
viewing the customer as an obstacle to be avoided. Air Force basic doctrine
tells us the Air Force's air and space core competencies are recognized by our
joint customers. In other words, the total force, joint force, North Atlantic
Treaty Organization, and others rely on us to do our job to the best of our ability.
If we do not, we cannot fight and win our Nation s wars as we are expected to.
Therefore, each organization must cultivate a culture that helps our Airmen,
Soldiers, Marines, and Sailors develop a positive customer relations norm to
ensure our Nation can meet any challenge in the most effective manner.
22.6.6. Innovativeness and
Creativity.
This group of norms determines, to a large
degree, whether original and creative behaviors are supported and encouraged.
Positive norms lead to the stimulation of new ideas and to positive change.
Negative norms support the status quo and discourage experimentation. In
today's total and joint forces environment, we must encourage everyone to bring
innovativeness and creativity to the table in order to meet the dynamic threats
that terrorism has brought to our shores.
22.6.7. Training and
Development.
Positive norms in this group encourage
training and view development as essential to the ongoing operation. Negative
norms treat development as a nonessential, nice-to-do, but not critical aspect
of the operation. We saw firsthand during Hurricane Katrina that training is
vitally important to the Department of Homeland Security, the Federal Emergency
Management Agency, the United States Army Corps of Engineers, and other natural
disaster responders. In addition, Airmen are constantly training with soldiers,
sailors, and marines to ensure each branch is better equipped and prepared to
fight the global war on terrorism.
22.7. Why We Measure Norms:
22.7.1. Understanding that norms exist, that
they can be either positive (supportive of organizational goals) or negative
(incongruent with organizational goals), and that they can be categorized
drives the need to measure those norms and develop a normative profile.
22.7.2. In effect, a normative profile is a
statement of organizational strengths and weaknesses on a behavioral level.
Understanding their impact on an
organization's ability to achieve its goals, you should direct improvement
programs toward changing work group norms rather than individual behavior (as
is so often the case with organizations' development programs). Once norms
change, behavioral change should follow. If a military member s behavior does
not support positive organizational norms, the supervisor needs to determine
the underlying reasons. The individual's behavior could be a result of unmet
needs, a result of discipline problems, or both. In order to be effective
operational managers and expeditionary leaders, supervisors must learn to
instill positive norms to properly motivate and discipline Airmen.
Section 22C
Transactional Analysis (TA)
22.8. Introduction:
22.8.1. "I'm OK-----You're OK" is a
euphemism for Transactional Analysis, also called TA. To some, TA is a
nonverbal reaction to communication between husband and wife or parents and
children. However, TA is much more than that and can be applied to a business,
industrial, or military organization.
22.8.2. TA is a theory of personality as well
as a systematic psychotherapy for personal growth and personal change. As TA
evolves, this reaction to communication is finding a wide application in
organizations and education. TA principles and techniques is used by managers
to more fully understand themselves and their relationships with others, which
can lead to them becoming happier, healthier, and more productive. TA can be
defined by several principles, such as, Ego States, Transactions, Life
Positions, Strokes, and Time Structuring. These principles can be utilized to
form techniques to improve individual productivity that, in turn, can lead to
increased organizational effectiveness.
22.9. Ego States:
22.9.1. One area of TA is the study of
individual ego states. We all know, without being told,
that we are different. The underlying theory of TA is the highlighting of those
differences. According to Dr. Eric Berne in his book, Games
People Play, TA analysis states that a human personality is composed
of ego states commonly referred to as Parent, Adult, and Child (PAC). Each ego state is relatively separate from the
others and each has its own set of feelings, beliefs, and behavior patterns.
Generally, people act in one ego state at a time. In some cases, people may act
in two ego states at the same time. The states are produced by the playback of
recorded data of past events involving real people, real times, real places,
and real feelings. (Beme: 23-28)
22.9.2. Another expert on this subject, Dr.
Thomas Harris, does an excellent job of writing about these ego states in his
book, I'm OK You re OK. He
says the Parent ego state is a way of thinking, acting, feeling, and believing
much the same as our parents and is based upon the brain's recordings of our
perceptions of our parents' responses. As such, the Parent ego state responds
immediately and automatically to childlike behavior. The Parent can be a critical Parent or an overly nurturing Parent.
(Harris: 40-46) Dr. Arnold Kambly in his booklet, The ABC's
of PAC: An Introduction to Transactional Analysis, refers to the
Parent as the taught concepts of life. "We were taught this behavior from
watching authority figures in our early childhood." (Harris: I)
22.9.3. Dr. Harris says the Child ego
contains our basic desires and needs, and the recordings of the feelings and
reactions of our childhood. Oddly enough, this state develops about the same
time as the Parent state. The spontaneous dimensions of the Child provide for
the joy, motivation, and natural creativity of one's own personality.
"Adopted elements of the Child are expressed in feelings and patterns of
response to parental stimuli` responses such as
rebellion, procrastination, or compliance." (Harris: 47-50) Dr. Kambly
refers to this ego state as "the felt concept of life. These are the
feelings we have recorded from childhood." (Kambly: I-2) These feelings
bring forth our emotions and desires for emotion in others.
22.9.4. According to Dr. Harris, the third
state, the Adult ego state, is a way of acting, feeling, and believing that is
rather objective. The Adult part of our personality develops later than either
that of the Parent or the Child, and continues to develop throughout the
lifetime of a healthy person and is the analytical part of our personality that
processes current and objective information about our environment. The Adult
also edits our archaic recordings in the Parent and Child parts of personality.
(Harris: 50-59) Dr. Kambly says the Adult deals with the realities of the
world, plus input from the Parent and Child. The Adult deals with the
"here and now," in contrast to the other two ego states which come
from the past. (Kambly: 3) The Adult is the learned concept of life. In this
case, learned in the Adult is different than the taught of the Parent."
(Kambly: 3) Learned refers to a continuous process. The Adult is always
learning. The taught Parent ego state was taught once, in the past.
22.9.5. The three ego states appear in our
behavior at different times. According to Dr. Harris, a healthy individual
maintains a balance among the three. However, some people may be dominated by
one of the ego states. This is contamination. (Harris:
123-140). According to Dr. Kambly, "contamination takes place when the
Parent or Child contaminates the Adult." The Adult makes the decisions,
but these decisions are then distorted due to the past tapes of the Parent or
Child. Dr. Harris and Dr. Kambly agree that such people have been known to
create problems for managers who have to work with them. People with
Childdominated personalities generally do not engage in much rational problem
solving. They can be hard to reason with in emotionally charged situations
because these people have learned through earlier experiences that they can
succeed by being loud, boisterous, or emotional. Parent-dominated people also
do not engage in much rational problem solving because they already know what
is right and what is wrong. They are overly critical or overly nurturing.
Another problem is exclusion. This happens when one
ego state excludes the others. In this situation, the excluding ego state
pushes out the excluded ego states. Dr. Kambly points out that "a healthy
person has the ego states separate and discrete. When things go wrong,
contamination or exclusion results." (Kambly: 45)
22.10. Life Position:
22.10.1. Along with ego states, the term life position is associated with TA.
Simply stated, life position is how a person feels about oneself and about
other people. In the process of growing up, people make some rather basic
assumptions about themselves and about others in their environment. The
combination of assumptions about oneself and about others is referred to as a
life position. Important to state is that the life position has two parts: the
feelings of self and feelings toward others. This is different than
self-concept or self-esteem, which only deal with self. Life positions tend to
be more permanent than ego states. This permanency can create potential
problems in an organizational setting where people work together even if their
life positions are not complementary. Life positions result from reinforcement
received throughout life from expressions of need and responses to expressed
needs.
22.10.2. The focus of the book by Dr. Harris (I'm OK you re OK) is on these life
positions. "The assumptions are described in terms of "okayness."
Thus, individuals are labeled either OK or not OK, whether they refer to
themselves or to someone else. OK and not OK equate to value and individual
worth. Thus, there are four possible life positions:" (Harris:
66)
22.10.2.1. I'm not OK You
are not OK = neither of us has value (- -).
22.10.2.2. I'm not OK You
are OK = I don't have value; you have value (- +). 22.10.2.3. I'm OK You are
not OK = I have value; you don't have value (+ -).
22.10.2.4. I'm OK You are OK = We both have value (+ +).
22.10.3. The fourth life position is ideal
because most people with these feelings tend to have a positive outlook on life
and are generally successful.
22.11. Transactions and Strokes:
22.11.1. According to Dr. Eric Heme, "a
situation which results in social intercourse is dubbed a transaction."
(Beme: 29) If two or more people encounter each other in a social
interaction, sooner or later one of them will speak, or give some indication of
acknowledging the presence of the others. Dr. Heme calls this the transactional stimulus. Another person says or does something
related to this stimulus, and that action is called the transactional response.
Therefore, simple TA is concerned with diagnosing which ego states are used in
the transaction (stimulus and response). Transactions may involve combinations
of ego states and match or replay forms of interactions that develop early in
life. Simple transactions are those in which both stimulus and response arise
from the Adult states of the parties concerned. These are parallel or
complementary. Also, Child to Parent transactions (and
vice versa) is complementary. Complementary means the responses are both
appropriate and expected. Some transactions are not complementary. The
responses are not expected or appropriate. For example, an Adult-to-Adult
stimulus followed by a Child to Parent response is not complementary and is
called a crossed transaction. These occur when a
respondent reacts from an ego state other than the one desired by the initiator.
Crossed transactions can cause problems, but they also have a use as you'll see
later. Analyzing the transactions to determine the ego states can help
determine the life position. As long as transactions remain complementary,
communication continues regardless of the content of the transaction. On the
other hand, communication ceases as a result of crossed transactions. Dr.
Berne's research and experience tell us that crossed transactions are barriers
to effective communication and negatively impact the motivation of people,
which ultimately results in decreased output.
22.11.2. Consider the following example: The
supervisor states, "Staff Sergeant Jones, could you come to a meeting in
my office around 1300 today?" Staff Sergeant Jones replies,
"Sure." This is an Adult transaction. Communication could continue
and the supervisor could say, "Good. I'd like you to brief that idea you
submitted to the rest of the staff I really think it will work." On the
other hand, Staff Sergeant Jones could have said, "Oh come on, I've
already got enough work to do around here. I don't want to sit through another
boring meeting." In this case, Staff Sergeant Jones is responding
emotionally and not from the Adult ego state. Therefore, effective
communication is blocked.
22.11.3. Another type of transaction is
called a stroke. A stroke is a special form of
recognition that one person gives to another. Strokes can positive or negative, and are common in any organization.
22.11.4. According to Dr. Kambly, positive
strokes can be verbal, nonverbal, or physical. They are designed to make the
person feel good. They are a type of reward. They can be conditional, which
means they are based on a certain condition being met. Telling a worker,
"Hey Staff Sergeant Jones, you did a great job putting together the
training report." is an example of a positive conditional stroke. Positive
conditional strokes modify behavior in that they try to get the person to
continue the behavior. Positive strokes can also be unconditional. An unconditional
stroke is not based on any condition and is given just for being, not
for doing. Smiling at someone and telling them
you're glad to have them as part of the team is a positive unconditional
stroke. Positive unconditional strokes are designed to make the person feel
good about themselves. Positive unconditional strokes improve selfesteem, which
can help lead to a better life position.
22.11.5. Dr. Kambly also reviews the negative strokes people use. Negative strokes are designed to make
the person feel bad. They are a type of punishment or rebuke. Just like
positive strokes, negative stokes can be conditional or unconditional. A
negative conditional stroke is used to modify behavior in that it is used to
get the person to stop the behavior. Issuing a reprimand or Article 15 is an
example. The act (condition) resulted in the negative conditional stroke. A
negative unconditional stroke is aimed at the person, just like the positive
unconditional stroke and is an attack against the person and not any specific
behavior. Slamming a person, putting them down, or calling them
names are all examples of negative unconditional strokes. In professional
relationships, there is never a need to use negative unconditional strokes.
22.11.6. Dr. Harris identifies different stroking
with the different life positions. He has found that "people of unhealthy
life positions tend to overuse certain types of strokes." (Harris: 67- 77)
For example, an "I'm OK You're not OK" person may overuse negative
strokes. The reason is obvious. This person thinks they are so much better than
everyone else, and they may operate from the critical Parent ego state. On the
other hand, an "I'm not OK You're OK" person may overuse positive
strokes. This person sees others as so much better than they are. A problem
with overusing positive strokes is that the strokes become plastic or
meaningless. If the supervisor is always using them, his or her praise becomes
meaningless.
22.12. Time Structuring.
Another aspect of TA deals with time structuring. According to Dr. Kambly, "if a
person lives to be 75 years old, assuming he or she sleeps 8 hours out of every
24, he or she has approximately 50 waking years to spend in some type of time
structuring." (Kambly: 9) Dr. Heme states there are several options for a
person. These are: Withdrawal, Rituals, Activities, Pastimes, Games, and
Intimacy. (Beme: 18-19) A summary of each of these, as taken from Dr. Kambly's
booklet, is below.
22.12.1. Withdrawal. This involves no risk and has minimal social rewards
because there is minimal contact. A person does not have to be alone to be in
withdrawal. They can be "lost in the crowd." Withdrawal is not always
bad. We all need to get away and relax or be alone at times. However, if this
is the primary way a person structures their time, it becomes a problem. This
can be dangerous if a person uses it all the time. Some people can be withdrawn
prior to suicide.
22.12.2. Rituals. Rituals
are highly structured and predictable ways to structure time. This can be as
simple as walking down the hall and saying, "Hi Jim. How are you
today?" Jim then replies, "Hi. I'm fine." This is done out of
habit and is predictable. You may not really care how Jim is, and Jim may not
actually be "fine." Rituals are okay at times, but if this is all a
person does, this is not productive in the work center. Rituals are just small
talk about things of little value. So, a person who spends most of their time
in rituals does not contribute as much to the work center. Rituals are slightly
riskier than withdrawal because there is some interaction. However, the risk is
minimal because of the structured and predictable nature of rituals.
22.12.3. Activities. These
are goal oriented. Activities are things people do to meet mission requirements
or goals. They are production orientated. This is where the majority of time
should be spent in the work center. People with a healthy life position can
spend a lot of time in activities and they expect others to be goal-oriented
(activity-centered) also.
22.12.4. Pastimes. Pastimes
are ways to structure time, such as hobbies, for relaxation. Things we do
without a specific goal in mind are all pastimes. Pastimes and activities can
be confused. You need to look at the intent of the time structuring. For
example, someone playing golf for fun is structuring their time doing a
pastime. However, if they are a professional golfer and make money at it, they
are engaged in activities. The risk is a bit higher for activities and pastimes
than it is for rituals or withdrawal because there are more chances of
interaction and more chances for values and differences of opinion to come into
play. There are more meaningful transactions during activities and pastimes.
22.12.5. Games. Games
are a way to structure time in devious or crooked ways to get strokes (which
are normally negative). Games are not productive and they result in anger,
frustration, jealousy, etc. The risks in games are high because of the anger
and hurt feelings that result. Those with unhealthy life positions normally play
games. Games, like poor communication, often tend to create organizational
problems. A basic understanding of the term games is
essential to the application of TA in management. In his book Games People Play, Dr. Berne refers to a game as "a
recurring set of transactions, often repetitious, superficially plausible, with
a concealed motivation." (Berne: 48) These types of transactions can be of
a type called ulterior, meaning there is a hidden
or ulterior meaning to the transaction. Basically, games are transactions that
are designed to cause an emotional response such as anger or hurt. A game might
be as simple as an "I'm not OK You're OK" person speaking from the
Child ego state trying to get others to be the nurturing Parent. Some games get
more complex and can even result in death. Given this definition, games become
barriers preventing people and organizations from achieving their objectives.
Games tend to inhibit full productivity. Using crossed transactions (responding
always from your Adult when the game-player is using the Child or Parent) will
reduce game-playing. For example, assume someone says, "That's the dumbest
idea I've ever heard of. What moron came up with that?" This person is
being a critical Parent and not presenting any facts to support the point of
view. Using your Adult, you could reply, "What parts of the idea do you
find flawed?" or "Can you provide specific data to support your
opinion?" These replies use the Adult to seek facts and to focus the
person on the here and now.
22.12.6. Intimacy. This
is the most risky, but also the most rewarding type of time structuring and is
defined as a close relationship with others free of games and exploitation.
Intimacy is being open, honest, and sincere and requires a person at the
"I'm OK You're OK" life position. Intimacy is not just sexual
relationships. A person can have sexual relationships and be in a state of
withdrawal or ritual. Intimacy is a close personal relationship, and that's why
the risk and reward are high.
22.13. The Work Environment:
22.13.1. We can now relate the concepts of TA
to the environmental process. How do basic concepts of TA apply in business,
industrial, or military environments? The most basic application of TA
principles is to managerial styles. TA is a powerful tool that can help
managers understand the interactive nature of human problems in a work
environment so that they can deal with these problems
more effectively. Does the supervisory relationship indicate the need for a
participative or an authoritarian management style, or does the need indicate
another point along the continuum? For an authoritarian style, or Theory X management, to work effectively, the manager has
to operate as a Parent while workers operate in the Child state. Supervisors
have absolute authority while workers are very dependent on direction from
above. Thus, the boss is OK but workers are not OK. In this situation, the
manager accepts final responsibility for failure. Being dependent, much like a
Child, the worker in this situation is protected from making a wrong decision
because the boss takes full responsibility for all actions.
22.13.2. There is another view. According to
Maslow, Herzberg, and other motivation theorists, the authoritarian style of
management frustrates achievement of the higher-level needs of human
personality. Therefore, a worker in this situation may find it satisfactory,
but may never experience a state of self-fulfillment and growth. A common
belief among casual observers is that the condition just described is common in
many organizations. The participative or Theory Y management
style involves Adult-Adult transactions. A two-way flow of communication exists
and the worker feels more comfortable in providing his or her input.
Subordinates feel a sense of responsibility rather than a feeling of
dependency. Because workers influence decisions and share responsibility, they
experience a feeling of fulfillment. The corresponding life position is likely
I'm OK You're OK.
22.13.3. A potential exists for crossed
transactions in any management setting. In the authoritarian approach, the
supervisor may be comfortable in the Parent ego state, but the worker may not
enjoy the Child state. The worker may want to operate in the Adult state, and
rightfully so. In this situation, Parent-to-Adult communication is disturbed
and an unsettled situation occurs. The worker becomes frustrated, leading to
unproductive behavior and performance not a healthy situation for any
organization. Thus, a manager with an understanding of TA, and with knowledge
of worker ego states based on observation, could possibly head off this type of
situation.
22.13.4. Crossed transactions are also
possible while using a participative management style. By its very nature, this
style encourages employee ego involvement in on-the-job activities. Individuals
identify closely with work units and jobs because they are involved in
establishing policies and operating procedures. However, even in this style,
instances often occur when policies are established and decisions are rendered
with rule or no employee involvement a simple exercise of management
prerogative. Such cases provide a fertile ground for crossed transactions when
disgruntled employees confront individual managers. Here, the potential is high
for responses from the Parent ego state, and the opportunity for conflict
exists. Therefore, a skilled manager with an understanding of TA, and with
knowledge of worker ego states based on observation, can avoid the conflict by
dealing with those situations from a complementary state.
22.13.5. TA has taken hold as a supervisory
tool. Initially, it was used mainly to teach employees who deal with the public
how to relate better to their customers. Later, managers experimented with TA
as a means of improving communications within the company itself. This
experimentation has encouraged and reinforced a team concept. This is a
participative management style whereby management and workers share the
responsibility for decision-making. Some management practitioners view this as
cooptation. In other words, it gives workers an equitable "share of the
pie. The prevailing philosophy is that workers take ownership for their
behavior in supporting policies and following procedures, which results in
allowing more focus on productivity while maintaining a high interpersonal
working relationship. In TA terms, both management and workers function in the
Adult ego state. The resulting impact of this condition on organizations
is that the organization is OK. Overall, it can be stated, "Together we
are OK. The organization is OK = We all have
value."
Summarizing life positions and their
relationship to management styles, one might view it in terms of a management
matrix similar to that depicted in Table 1.1.
Table 1.1. Management Matrix
![]()
STYLE
POSITION IMPACT ON
ORGANIZATION
![]()
Management = OK
Theory X Organization = not OK
Subordinates = not OK
![]()
Management = OK
Theory Y Organization = OK
Subordinates = OK
![]()
(Management + Subordinates) = OK
Full Participation Organization = OK + (Growth Organization
= OK and high productivity)
![]()
22.14. Conclusions:
22.14.1. Generally, what has been the
response to TA? Many executives, after having been exposed to TA training,
swear by it; others have not responded as well, and consider it just another
buzz word. TA is very difficult to evaluate objectively. Most supervisors are
more than willing to prescribe TA training for line employees, but do not show
much enthusiasm for applying TA concepts to themselves. Even though there is
skepticism, some supervisors have learned that TA is profitable in terms of
increasing organizational effectiveness. It's presented here as a tool to add
to your management tool box.
22.14.2. The application of TA tracks well
with the management theories of Likert, McGregor, and Argyris because use of TA
provides opportunities for individuals to grow and mature. Even though some
workers prefer to function in the Child state and appear to avoid
responsibility, most desire to be treated as adults and to be given more
responsibility. Using TA not only provides an opportunity for managers to know
their people, but it also helps them to get in touch with themselves. When all
parties involved are aware of each other's needs, communication improves. This
condition is essential to organizational effectiveness. The effective
supervisor focuses on workers' behavior and the modification of that behavior
as a means for improving the organizational climate, thereby ultimately
increasing overall productivity.
Section 22D
Performance Counseling
22.15. Performance Counseling.
Performance Counseling is a systematic, two-way discussion between
supervisor and subordinate concerning duty performance as compared to
established standards, with the intention of informing the subordinate of
his/her past duty performance and cooperatively developing a plan to sustain or
improve performance.
22.16. The Lost Art of Feedback:
22.16.1. The ability and willingness to
communicate effectively is the key to supervisory success. Although
communication effectiveness is based on the ability to make and maintain
effective contact, regardless of the situation, specific areas of communication
require some additional thought and planning.
22.16.2. One of the most important tools for
maintaining control and developing people is the proper use feedback. Although
feedback has been categorized as positive and negative. Another way to view
this is to classify it into supportive feedback (which reinforces an ongoing
behavior) and corrective feedback (which indicates that a change in behavior is
appropriate). In this sense, all feedback is positive. The purpose of all feedback
should be to assist an individual in maintaining or enhancing his or her
present level of effectiveness or appropriateness.
22.16.3. Some feedback, by definition, is
better than no feedback. There are, however, ways to do it well and ways to do
it superbly. Here are some guidelines that can help to sharpen the process. The
most important function of feedback is to help the individual who is receiving
the feedback to keep in touch with what is going on in the environment.
22.16.4. Supportive
Feedback:
22.16.4.1. Supportive feedback is used to
reinforce behavior that is effective and desirable. An axiom of effective
supervision is "Catch them doing something right and let them know
it." (Blanchard & Johnson, 1982)
22.16.4.2. One of the most damaging and
erroneous assumptions that many supervisors make is that good performance and
appropriate behavior are to be expected from the employee, and that the only
time feedback is needed is when the employee does something wrong. Therefore,
these supervisors never give supportive feedback. If a supervisor was
determined to give only one kind of feedback, he or she would be ahead to
choose supportive feedback and let corrective feedback go. In other words, if a
supervisor stresses errors only, the end result would be, at most, an attempt
by employees to do standard, error free work. This accomplishment would not be
bad, but there is a better way.
22.16.4.3. If a supervisor concentrated on
what the employees were doing well, then superior work is what the employees would
become aware of. They would begin to view their work in terms of performing as
well and as creatively as possible. What is reinforced has a tendency to become
stronger. What is not reinforced has a tendency to fade away. If excellence is
actively reinforced and errors are simply mentioned, employees will focus on
excellence and tend to reduce errors. The following example of the two types of
feedback illustrates the difference.
22.16.4.3.1. Focus on
errors. "The last three pieces in that batch
contained wrong figures. We cannot have that kind of sloppy work in this
department."
22.16.4.3.2. Focus on good work. This
batch looks good, except for the last three pieces, which contain wrong
figures. You probably used the wrong formula. Take them back and check them
out, just the way you did the first group."
22.16.4.4. Fortunately, however, no one has
to make a choice between using only supportive or only corrective feedback.
22.16.4.5. Both are essential and valuable,
and it is important to understand how each works so that the maximum gain can
be received from the process.
22.16.5. Corrective
Feedback. Corrective feedback is used to alter a behavior that is
ineffective or inappropriate and is essential to the growth process as
supportive feedback. A corrective feedback session, although never hurtful if
done properly, is not a particularly pleasant experience. Under the best of
circumstances, the subordinate will probably feel a little defensive or
embarrassed.
22.16.5.1. In giving corrective feedback, the
manager should have an option ready to present. When the employee is made aware
of the inappropriate behavior, having an immediate alternative can be effective
and powerful in shaping behavior. By presenting the alternative immediately after
the corrective feedback, the manager is helping the subordinate to come out of
a personally uncomfortable situation in the shortest possible time. This
protects the dignity of the subordinate. The manager would also be establishing
himself or herself as a supporter of good work and good workers, which would go
a long way in developing strong, productive, supportive working relationships.
Also very important, the manager would be presenting an alternative that the
employee might never have considered or that was considered and rejected. This
provides for immediate learning. Most important, however, is the fact that the
manager would make the employee aware that an alternative was available at the
time the employee chose to act otherwise. This awareness
can facilitate the employee in taking responsibility for his or her own
choices. That is, the employee would realize, "That's right, I could have
done it that way." The following example shows how an alternative can be
effectively added to the feedback.
22.16.5.2. "When you snapped at Ann in
front of the group, she appeared to be very embarrassed and angry. When you
must remind an employee to be on time, it's less embarrassing for everyone to
discuss it with the employee privately after the meeting."
22.16.6. Guidelines for
Effective Feedback. The following guidelines are helpful for managers
who are trying to improve their feedback skills, and may also be used as a
review prior to giving feedback.
22.16.6.1. Deal in
Specifics:
22.16.6.1.1. Being specific is the most
important rule in giving feedback, whether supportive or corrective. Unless the
feedback is specific, very little learning or reinforcement is possible. The
following examples illustrate the difference in general and specific statements.
General: "I'm glad to see that your work is improving."
Specific: "I'm pleased that you met every deadline in the last three
weeks."
General: "You're a very supportive person."
Specific: "I appreciate you taking time to explain the contract to our
new employee."
General: "You're falling down on the job again."
Specific: "Last month most of the cost reports were completely
accurate, but last week your profit cost figures were wrong.
22.16.6.1.2. The last set is, of course, an
example of corrective feedback. General statements in corrective feedback
frequently result in hostile or defensive confrontations, whereas specific
statements set the stage for problem-solving interaction. Carrying the last
illustration one step farther, the manager could add an alternative: "Start
checking the typed report against the computer printouts. Some of the errors
may be typos, not miscalculations."
22.16.6.1.3. If the employee is to learn from
feedback and respond to it, then he or she must see it in terms of observable effects. That is, the employee must be able to
see clearly how his or her behavior had a direct impact on the group's
performance, morale, etc. When the employee sees the point of the feedback
objectively, the issue will be depersonalized, and the employee will be more
willing to continue with appropriate behaviors or to modify inappropriate
behaviors. Although the manager's personal approval ( I'm
glad to see...") or disapproval ("I m disappointed that...") can
give emphasis to feedback, it must be supported by specific data in order to
effect a change in behavior.
22.16.6.2. Focus on
Actions, Not Attitudes:
22.16.6.2.1. Just as feedback must be
specific and observable to be effective, it must be non-threatening to be
acceptable. Although subordinates, like supervisors, are always accountable for
their behavior, they are never accountable for their
attitudes or feelings. Attitudes and feelings cannot be measured, nor can a
manager determine if or when an employee's feelings have changed. For feedback
to be acceptable, it must respect the dignity of the person receiving the
feedback.
22.16.6.2.2. No one can attack attitudes
without dealing in generalities, and frequently attacks on attitudes result in
defensive reactions. The following example illustrates the difference in giving
feedback on behavior and giving feedback on attitudes.
22.16.6.2.2.1. Feedback on
attitude: "You have been acting hostile toward Jim."
22.16.6.2.2.2. Feedback on
behavior: "You threw the papers down on Jim's desk and used
profanity."
22.16.6.2.3. An attitude that managers often
try to measure is loyalty. Certain actions that seem to indicate loyalty or
disloyalty can be observed, but loyalty is a result, not an action and cannot
be demanded; it must be earned. Whereas people have total control over their
own behavior, they often exercise little control over their feelings and
attitudes. They feel what they feel. If a manager keeps this in mind and
focuses more energy on things that can be influenced (i.e. employee behavior),
changes are more likely to occur.
22.16.6.2.4. The more that corrective
feedback is cast in specific behavioral terms, the more it supports
problemsolving and the easier it is to control. The more that corrective
feedback is cast in attitudinal terms, the more it will be perceived as a
personal attack and the more difficult it will be to deal with. The more that
supportive feedback is cast in terms of specific behaviors, the higher the
probability that those behaviors will be repeated and eventually become part of
the person's natural way of doing things.
22.16.6.3. Determine the
Appropriate Time and Place:
22.16.6.3.1. Feedback of either type works
best if it is given as soon as feasible after the behavior occurs. Waiting
decreases the impact that the feedback will have on the behavior. The passage
of time may make the behavior seem less important to the manager, other
important events begin to drain the energy of the manager, and some of the
details of the behavior might be forgotten. On the other hand, dwelling on it
for a long period could blow it out of proportion. From the subordinates'
viewpoint, the longer the wait for the feedback, the less important it must be.
The following example illustrates this point.
22.16.6.3.1.1. Tardy
feedback: "You fell below your quota several times
last month."
22.16.6.3.1.2. Immediate
feedback: "There are only ten products here;
your quota for today was fourteen."
22.16.6.3.2. Enough time should be allotted
to deal with the issues in their entirety. A manager can undercut feedback
effectiveness by looking at the clock and speeding up the input so that an
appointment can be met. Answering the telephone or allowing visitors to
interrupt the conversation can have the same effect. The manager can also cause
unnecessary stress by telling an employee at ten o'clock in the morning "I
want to see you at three this afternoon." A more appropriate procedure
would be to say, "Would you please come to my office now," or
"When you reach a stopping point, drop by my office. I have something good
to tell you." In addition to an appropriate time, the setting is also
important. The old proverb, "Praise in public, censure in private,"
is partially correct. Almost without exception, corrective feedback is more
appropriately given in private. In the case of supportive feedback, however,
discretion is needed. In many instances, praise in public is appropriate and
will be appreciated by the subordinate. In other instances, privacy is needed
to keep the positive effect from being shortcircuited. For example, some people
make a virtue out of humility; any feedback that reinforces their sense of
worth is embarrassing. Rather than appreciating an audience, this type of
employee would find it painful and perhaps resent it.
22.16.6.3.3. Sometimes a norm arises in a
work group that prevents anyone from making a big deal out of good work. This
does not mean that the group does not value good work, but supportive feedback
in private might prevent the employee from feeling he or she was responsible
for breaking the norm. In other instances, public praise can cause jealousy,
hostility, or tense working relationships. Therefore, a conscious decision
should be made about whether or not to give the supportive feedback publicly.
22.16.6.3.4. Another important consideration
is the actual location selected for giving the feedback. The delivery of the
feedback should match its importance. If the feedback concerns an important
action, the manager's office would be better than an accidental encounter in
the hall. On the other hand, the manager might convey a quick observation by
telling someone at the water fountain, "Say that was beautiful artwork on
the Madison report." Choosing the time and place is a matter of mixing a
little common sense with an awareness of what is going on.
22.16.6.4. Refrain from
Inappropriately Including Other Issues:
22.16.6.4.1. Frequently when feedback is
given, other issues interfere. When supportive feedback is given, any topic
that does not relate to the specific feedback point should not be discussed if
it would undercut the supportive feedback. For example, the manager could
destroy the good just accomplished by adding, "And by the way, as long as
you are here, I want to ask you to try to keep your files a little neater.
While you were away, I couldn't find a thing."
22.16.6.4.2. When corrective feedback is
given, however, the situation is different. The manager will want the feedback
to be absorbed as quickly and easily as possible, with the employee's negative
feelings lasting no longer than necessary. Therefore, as soon as the feedback
has been understood and acknowledged, the manager is free to change the
subject. The manager may want to add, "I'm glad that you see where the
error occurred.
22.16.6.4.3. Now, as long as you are here,
I'd like to ask your opinion about ..." This type of statement, when used
appropriately, lets the subordinate know that he or she is still valued.
Obviously, the manager should not contrive a situation just to add this type of
statement, but when the situation is naturally there, the manager is free to
take advantage of it.
22.16.6.4.4. In certain situations, it is
appropriate to give supportive and corrective feedback simultaneously. Training
periods of new employees, performance-appraisal sessions, and times when
experienced employees are tackling new and challenging tasks are all good
examples of times when both types of feedback are appropriate. Nevertheless,
some cautions are necessary.
22.16.6.4.5. Never follow the feedback with
the word "but." It will negate everything that was said before it. If
appropriate to give supportive and corrective feedback within the same
sentence, the clauses should be connected with "and." This method
allows both parts of the sentence to be heard clearly and sets the stage for a
positive suggestion. The following examples illustrate the difference.
22.16.6.4.5.1. Connected with but: "Your
first report was accurate, but your others should have measured up to it."
22.16.6.4.5.2. Connected with and: "Your
first report was accurate, and your others should have measured up to it."
22.16.6.4.5.3. Connected with but: "You
were late this morning, but Anderson called to tell you what a great job you
did on the Miller account."
22.16.6.4.5.4. Connected with and: "You
were late this morning, and Anderson called to tell you what a great job you
did on the Miller account."
22.16.6.4.6. Alternate the supportive and
corrective feedback. Better to mix the supportive feedback with the corrective
feedback than to give all of one type and then all of the other when a great
deal of feedback must be given. Regardless of which type comes first, the
latter will be remembered the most clearly. If a chronic self-doubter is first
given supportive feedback and then only corrective feedback, he or she is
likely to believe the supportive feedback was given just to soften the blow of
the other type. Alternating between the two types will make all the feedback
seem more genuine.
22.16.6.4.7. Where feasible, use the
supportive feedback to cushion the corrective feedback. When both types of
feedback are appropriate, there is usually no reason to start with corrective
feedback. However, this does not mean that corrective feedback should be
quickly sandwiched in between supportive feedback statements. Each type is
important, but frequently supportive feedback can be used as an excellent
teaching device for areas that need correcting. This is especially true if the
employee has done a good job previously and then failed later under similar
circumstances. For example, the manager might say, "The way you helped
Fred to learn the codes when he was transferred to this department would be
appropriate in training the new employees."
22.16.7. Principles of
Feedback:
22.16.7.1. Two major principles govern the
use of feedback. The first principle, which relates to how feedback is
conducted, can be paraphrased, "I can't tell you how you are, and you
can't tell me what I see." In other words, the person giving the feedback
is responsible to relate the situation as he or she observes it, and the person
receiving the feedback is responsible for relating what he or she meant, felt,
or thought. The second principle is that feedback supports growth. Let's define
what is meant by "I can't tell you how you are, and you can't tell me what
I see."
22.16.7.1.1. Receiving
Feedback: "You Can't Tell Me How I Am."
22.16.7.1.1.1. From the recipient's
viewpoint, the first principle is "You can't tell me how I am, and I can't
tell you what you see." Although most people realize that giving feedback
correctly requires skill and awareness, they are less aware of the importance
of knowing how to receive feedback. When receiving feedback, many people tend
to argue about, disown, or attempt to justify the information. Statements like
"I didn't say that," "That's not what I meant," and
"You don't understand what I was trying to do," are attempts to
convince the person giving the feedback that he or she didn't see or observe
what he or she claims. However, the recipient needs to understand that the
observer, whether manager, peer, or subordinate, is relating what he or she
experienced as a result of the recipient's behavior. There is nothing wrong
with the giver and receiver having different viewpoints. The purpose of
feedback is to give a new view or to increase awareness.
If an argument ensues and the observer backs down, the recipient is the loser.
22.16.7.1.2. Giving
Feedback: "You Can't Tell Me What I See."
22.16.7.1.2.1. The object of giving feedback
is not to judge the other person, but to report what was seen and heard and
what the effects of the behavior were. Personal approval or disapproval, even
if important, is secondary.
22.16.7.1.2.2. Feedback should be given
directly to the person for whom it is intended. When others are present, the
manager sometimes addresses them almost to the exclusive of the intended
recipient, who sits quietly and gathers information by eavesdropping. Good
contact with the recipient is an essential element in giving feedback.
22.16.7.1.2.3. Never apologize for giving corrective
feedback. Corrective or otherwise, feedback is a gift; apologies will discount
the importance and lessen the impact. Nevertheless, corrective feedback must be
given in a way that does not jeopardize the recipient's dignity and sense of
self-worth.
22.16.7.1.2.4. To offer an interpretation of
the behavior or a hunch about what the behavior might indicate is sometimes
more helpful. Crucially important is to offer the interpretation as a
suggestion and never as a judgment or clinical evaluation of the person. Only
the recipient is capable of putting it into a meaningful context. For example,
the manager might say, "When Pete showed you the error you made; you told
him it was none of his concern. I wonder if you were mad at Pete for some other
reason." This statement shows the recipient the behavior and allows him or
her to consider a possible cause for that behavior.
22.16.7.1.2.5. The appropriate response, as a
rule of thumb, is to say thank you when either type of feedback is received.
Also appropriate of course is to ask for clarity or more detail on an issue.
22.16.7.1.2.6. The purpose of feedback is to
help the recipient. Feedback can be thought of as food which is very
nourishing. When people are hungry, food is what they need. But when they are
full, food is the last thing they want or need. The same applies to ingesting
feedback. When people have had enough, they should call a halt. Attempting to
absorb all the feedback that might be available, or that various people would
like to give, is like forcing food into a full stomach just because someone
says, Please have some more.
22.16.7.1.2.7. The recipient is responsible
for demanding specificity in feedback. No feedback should be accepted as
legitimate if it cannot be clearly demonstrated by an observable behavior. For
example, if someone says, "You're very arrogant," an appropriate
response would be "What specifically have I said or done to cause you to
think that?" If that response is countered with "I don't know; I just
experience you that way," then the accusation should be immediately
forgotten. People cannot afford to change just to meet everyone's personal
likes or expectations.
22.16.7.1.2.8. In fact, what is impossible is
to change to meet everyone's expectations, and the situation becomes compounded
as more and more people give their feedback. A single act can generate
disparate feedback from different people who observe the behavior. For example,
a loud exclamation could be viewed as appropriately angry by one person, overly
harsh by another, and merely uncouth by a third. Each person will see it from
his or her unique perspective. Therefore, feedback requires action from both
the giver and the receiver. Only the giver can tell what he or she observed or
experienced, and only the recipient can use the information in deciding whether
or not to change the behavior.
22.16.7.1.2.9. For feedback to be effective,
the receiver must hear what the giver is saying, weigh it, and then determine
whether or not the information is relevant. The following example illustrates
how this can be done.
Department manager: "Waste in your unit is up by four percent. Are you having
any problems with your employees?"
Supervisor: "I was not aware of the waste increase. No, I am not having
trouble with my employees. I suppose I have been focusing on the quality so
much that I lost sight of the waste figures. Thanks for bringing this to my
attention."
22.16.7.2. Feedback
Supports Growth. The second major principle, "feedback supports
growth," is important because we cannot always see ourselves as others see
us. Although an individual may be the world's foremost
authority on himself or herself, there are still parts of the individual that
are more obvious to other people. Although people may be more aware of their
own needs and capabilities and more concerned about their own welfare than
other people are, they are able to stretch themselves and grow if they pay
attention to feedback from others. Although feedback may be extremely
uncomfortable at the time, the individual can look back later and realize the
feedback was the spark that inspired the change that turned his or her career
or personal life in a different direction. If the feedback is not rejected or
avoided, recipients can discover and develop ways to work that they did not
think were available.
22.16.8. Feedback
Strategies:
22.16.8.1. The strategies suggested here are
not step-by-step procedures to be blindly followed. Their purpose is to help in
planning and organizing an approach to deal with an issue. They offer a logical
and effective sequence of events for the feedback session. The person planning
the session must decide on the desired future objective. (The future, however, could be five minutes after the session or two
years later.) During the feedback session, attention must be focused on what is
happening in terms of the outcome. That is, the focus must be on obtaining the
goal, not on sticking to the strategy. This focus allows the giver to change
tactics or even modify the original strategy if conditions change or unforeseen
events occur. After the strategy is selected, the following three rules should
be kept in mind:
22.16.8.1.1. Be clear about what you want in
terms of specific, identifiable outcomes for yourself, your subordinate, and
the organization.
22.16.8.1 2. Plan what you intend to say and
how you intend to conduct the meeting, according to the particular strategy you
will use.
22.16.8.1.3. Have the strategy in mind as you
engage the individual, but keep it in the background.
22.16.8.2. Supportive
Feedback Strategy. The following steps are suggested as a strategy for
supportive feedback:
22.16.8.2.1. Acknowledge
the specific action to be reinforced. Immediately let the subordinate
know that you are pleased about something he or she did. Be specific and
describe the event in behavioral terms. "You finished the project
(action) on time (result)."
22.16.8.2.2. Explain the
effects of the accomplishment and state your appreciation. For
the behavior to be reinforced, the person must be able to see the effects of
that behavior in specific, observable ways. Your appreciation is important, but
as an additional reinforcing element. The main reinforcement is the effect.
"It was a major factor in securing the contract (effect), and I am pleased
with your outstanding work (appreciation)."
22.16.8.2.3. Help the
subordinate to take full responsibility for the success. If
the employee acknowledges the feedback, this step is accomplished. If the employee
seems overly modest, more work is needed. Unless he or she can, to some degree,
internalize the success and receive satisfaction from it, very little growth
will occur. One approach would be to ask how the success was accomplished or if
any problems were encountered and how they were overcome. In talking about what
happened, the employee is likely to realize how much he or she was really
responsible for. What is important is for both you and the employee to hear how
the success was accomplished.
22.16.8.2.4. Ask if the
subordinate wants to talk about anything else. While the employee is
feeling positive and knows that you are appreciative and receptive, he or she
may be willing to open up about other issues. The positive energy created by
this meeting can be directed toward other work related issues, so take
advantage of the opportunity.
22.16.8.2.5. Thank the
subordinate for the good performance. The final step, again thanking the
subordinate for the accomplishment, assures that your appreciation will be
uppermost in his or her mind as he or she leaves and returns to the work
setting.
22.16.9. Corrective
Feedback Strategy. The following steps are suggested as a strategy for
corrective feedback.
22.16.9.1. Immediately
describe the event in behavioral terms and explain the effect. Clearly
relate in specific, observable, and behavioral terms the nature of the failure
or behavior and the effect of the failure or behavior on the work group or
organization. If you can appropriately say something to reduce the employee's
embarrassment, the employee is more likely to accept the feedback
non-defensively.
22.16.9.2. Ask what
happened. Before assuming that the subordinate is at
fault, ask what happened. In many instances, the subordinate is not at fault or
is only partially responsible. At worst, the employee is given an opportunity
to explain before you proceed; at best, you may receive information that would
prevent you from censuring the employee.
22.16.9.3. Help the
subordinate to take full responsibility for the actions. The
more time spent in step 2 (finding out what happened), the easier step 3 will
be. The subordinate needs to learn from the experience in order to reduce the
probability of a reoccurrence. Unless this step is handled effectively, the
subordinate will see himself or herself as a victim, rather than as someone who
made a mistake and is willing to correct it.
22.16.9.4. Develop a plan
to deal with the issues. Once the subordinate has
accepted responsibility, the next step is to help rectify the situation. Now
that the employee is willing to be accountable for errors, you can
collaboratively devise a plan that will help eliminate them. That is, both of
you must agree to take action. If you each want the same thing, such as better
performance from the subordinate, then both of you are obligated to do
something about it. This is also an excellent opportunity to build on the
subordinate's strengths (e.g., "I d like for you to show the same fine
attention to safety regulations that you show to job specifications.")
22.16.9.5. State
your confidence in the subordinate's ability. Once
the issue is resolved, end the session by stating your confidence in the
ability of the employee to handle the situation. The object is to allow the
subordinate to reenter the work setting feeling as optimistic about his or her
self as the situation permits. The subordinate must also understand that you
will follow up and give additional feedback when the situation warrants.
22.17. Conclusion.
Remember, the concept of power in the
workforce usually has a negative connotation. It brings to mind such
associations as coercion, manipulation, and even corruption. This does not have
to be the case. Power has many positive aspects, and everyone can learn to
explore and harness different sources of the individual power they have in the
workplace. Develop your own sources of power, and employees will be less
dependent on others for the leadership they need. Thus, if you want to do more
good for yourself and more good for the people around you, it is important to
learn how to tap into your own points of power.
Chapter 23
CRITICAL THINKING AND DECISION-MAKING
Section 23A
Overview
23.1. Introduction:
23.1.1. Effective Airmanship requires good
decision-making. From Airman Basic to General the decisions each of us make
every day impact the delivery of airpower. The following chapter is designed to
spur development of critical thinking habits in our Airmen and deepen their
awareness of the decision-making processes. The habits of mind necessary to become
a critical thinker are developed over time; there is no magical process or
checklist to follow. Each of us must work every day to make good decisions by
consciously applying the intellectual analysis necessary to account for
complexities not normally considered and often overlooked.
The process of decision-making
is as important as the information analyzed. The trap many of us fall into is
focusing on the decision, not how the decision should be made.
23.1.2. Decisions are made by individuals
acting alone, in groups, or on behalf of organizations, each of these levels of
decision-making present a variety of challenges. The following discussion is
intended to highlight these challenges and make you aware of the conscious and unconscious
challenges to applying good habits of mind (critical thought) as Airmen every
day.
Section 23B
Critical Thinking and Human Nature
23.2. Cognitive Bias:
23.2.1. In thinking about problems we are
seldom the perfectly rational actor we hope to be. Instead we are influenced by
a number of factors that shape how we interpret information, weigh its
relevance, and ultimately decide upon a course of action or inaction as the
situation dictates. Psychologists use the term bounded
rationality to describe the actual operating state of the human mind.
What this means is that we are unable to be comprehensive in our gathering and
analysis of information as decision-making models assume. Instead of being
truly rational, and making the best possible decision, we end up satisficing.
23.2.2. Cognitive bias in our decision
processes result in several traps' decision-makers need to guard against. Some
of the more common are:
23.2.2.1. Overconfidence
bias. Humans are overconfident in their own judgments, often unreasonably
so.
23.2.2.2. Sunk-cost
effect. The tendency to escalate commitment to a course of action you
have already made a substantial investment or resources in (time, money,
personnel, etc.) despite poor performance.
23.2.2.3. Availability
bias. Tendency to place too much emphasis on information we have
available instead of the information we need during decision-making.
23.2.2.4. Confirmation
bias. The most prevalent bias, this propensity refers to our tendency
to gather and use information that confirms our existing views while
downplaying or avoiding information that challenges our working hypothesis.
23.2.2.5. Anchoring bias. The
unconscious tendency to allow an initial reference point to distort our
estimates, even when that initial reference point is completely arbitrary.
Starting at an extreme position may act as an anchor for all parties in a
decision process or negotiation. In a negotiation, this bias can work in favor
of the side that stakes out the initial reference point both sides tend to use the
initial position as a reference point for the solution (i.e. car salesman
techniques).
23.2.2.6. Illusory bias. Tendency
to jump to conclusions about the relationship between two variables when in
fact no relationship (correlation) exists.
23.2.2.7. Hindsight bias. The
tendency to judge past events as easily predictable when in fact they were not
easily foreseen. This bias limits our ability to learn from past mistakes and
may affect how leaders evaluate subordinate decision-making.
23.2.2.8. Egocentrism. When
we attribute more credit to ourselves for group or collaborative outcome than
an outside party making an unbiased assessment would.
23.2.3. As decision
makers Airmen need to be aware of cognitive biases and consciously take steps
to guard against their affects. The habitual application of critical thinking
methods to the gathering and analysis of information helps reduce our
unconscious and natural tendency to satisfice in decision-making. Some
techniques to counter cognitive biases include:
23.2.3.1. After-action
reviews provide powerful learning moments for participants and serve
as a forum for feedback to the decision maker about his/her decision style
helping to prevent repetition of mistakes.
23.2.3.2. Seeking unbiased
outside expert input can help provide a check and balance on reasoning
and the interpretation of available information.
23.2.3.3. Creating a
decision environment encouraging candid dialogue and vigorous debate
is perhaps the most effective way to minimize the influence of cognitive bias.
23.3. Mental Frames:
23.3.1. Each of us uses mental frameworks and
shortcuts to simplify our understanding of a complex world. The use of these
frameworks helps us process information quickly and efficiently. Understanding
that these frameworks contribute to the bias presented earlier, the following
discussion is intended to make you aware of how the frameworks you have built,
based on your own unique personal experiences; these experiences shape your own
decision-making process and the solutions you derive.
23.3.2. Frames consist of our assumptions
about how things are related and how they work. How we frame a problem
influences the decisions we make. This effect is particularly noticeable when
framing a challenge as either a risk or an opportunity. Research shows that the
human mind estimates the expected return when confronted with a risky situation
and that we tend to be risk adverse. Our risk aversion and the importance of
framing are explained in Prospect Theory.
23.4. Prospect Theory.
According to the Prospect
Theory, framing a situation as a potential gain causes decision makers
to act differently than framing same situation as a potential loss. Faced with
potential losses most people are willing to take greater risks than when facing
with potential gains. The Prospect Theory helps explain our tendency to
escalate commitment based on sunk costs instead of making rational evaluations
based on how things exist today. Based on sunk cost arguments, leaders often
take-on more and more risk, committing additional resources in order to avoid
losses even when the chances of success are low.
23.5. Risk or Opportunity.
Another implication of framing is how
organizations react when faced with changes in the operating environment or
mission tasking. At the organizational level, threats to our comfortable
framework of assumptions are often met with rigid resistance while changes we
see as opportunities are met with flexible and adaptable approaches. Often
inaccurate expectations are established as a result of mental frames applied by
decision makers. As human beings Airmen are subject to the initial frameworks
we establish when confronting change. For good or bad these frameworks act to
limit the information we take in, our willingness to fairly and unbiasedly assess
information, and ultimately restrict the solution sets we create.
23.6. Intuition:
23.6.1. When decision makers use intuition to
choose courses of action they are not evaluating a whole series of alternatives
and are not selecting solutions based on objective analysis. Intuition is based
on previous experience, and matching patterns from these experiences, to cues
picked up in the current environment. As patterns are recognized, humans
automatically reason by analogy, projecting past situations into our current
environment. Based on recognition of patterns, decision makers often select a
course of action as if reading a script, instead of exploring a wide range of
options. Having decided on an initial preferred course of action, senior
leaders often mentally play out the solution; and if it seems feasible, they go
with it. For decision makers, intuition is both a powerful guide and a
potential decision trap.
23.6.2. When operating in challenging or
ambiguous situations, highly experienced professionals often have intuitive
reactions to events. Although unable to articulate their unconscious pattern
recognition, experts are often correct in their analysis and selection of a
course of action despite what a novice may perceive as a lack of information or
signals pointing to a contrary course of action. In highly complex and
ambiguous situations, however, the complexity obscures pattern recognition and
experienced Airmen can mistakenly apply incorrect or outdated models, resulting
in poor decision-making. This is especially true when decision makers are
operating outside of their experience base, for instance, when leading
higher-level organizations or moving from one career field to another.
23.7. Key Points to Remember:
23.7.1. Airmen, especially leaders within any
organization, must be careful about imposing mental frames on themselves and
their team in order to create an environment where critical thinking is
exercised. When leaders hold back personal opinions they avoid framing the
situation in preconceived ways (that constricts the range of advice and
alternatives offered). By consciously avoiding the natural tendency to view
change as threatening, intentionally framing change as an opportunity, Airmen
are free to exercise the habits of mind necessary to make well informed
decisions.
23.7.2. A challenge for Airmen in a position
of responsibility is to avoid the human tendency to continue a course of action
due to sunk costs; proper use of combined intuitive judgment and formal
analysis is one means for avoiding this decision trap. The use of analysis to
check intuition is an effective decision-making technique. Formal analysis can
check intuition and assures you challenge your intuitive judgment, not confirm it.
Conversely, intuition is useful in validating and testing the assumptions that
underlie analysis. As Airmen, recognizing the value of intuition is just as
critical as guarding against a lack of analysis in the decision-making process.
Do not try to replace intuition with rules and procedures; intuition is often
compressed experience indicating as of yet unrecognized patterns in the
environment. Airmen must routinely and consciously create decision processes
with information flowing freely in both directions.
23.7.3. A simple five-step process for
communicating intuitive decisions, seeking feedback, and conveying intent is to
use the following statements when addressing decision teams:
23.7.3.1. Here's what I think we face.
23.7.3.2. Here's what I think we should do.
23.7.3.3. Here's why.
23.7.3.4. Here's what we should keep our eye
on.
23.7.3.5. Now, talk to me.
23.8. Analogies:
23.8.1. Analogies are very powerful
decision-making tools and often the greatest innovative breakthroughs occur
when analogies from one field or domain are applied to others. Reasoning by
analogy occurs when we assess a situation and match it to similar experiences
we have encountered, assuming that they are alike. At the conscious level,
Airmen can deliberately use analogies to frame a decision-making process; they
save time and provide clues about possible courses of action and implications,
at the unconscious level analogies play a large role in intuition as discussed
in the previous section.
23.8.2. The critical thinking trap inherent
in the use of analogies is that they can lead us to focus on similarities
between events and downplay important differences. Very powerful experiences
from our past leave us overly reliant on very salient analogies, even when they
no longer fit current situation; thus, blinding Airmen to the requirement to
explore and question underlying assumptions.
23.8.3. In order to avoid the temptation to
focus on similarities and downplay differences decision makers and their teams
should consciously make two lists: one describing similarities and the other
describing differences. A second technique is to write down and clearly define
what you know, what is unknown, and what you presume about the situation you
are analyzing. The objective of both these techniques is to clearly separate
fact from assumption and then probe your presumptions carefully. The act of
questioning our assumptions in any decision process is, at its heart, how we
apply the habits of mind necessary for good critical thought.
Section 23C Critical
Thinking in Groups
23.9. Wisdom of Groups:
23.9.1. Conventional wisdom holds that groups
make better decisions than individuals because they draw from a diverse base of
talent and experience. Unfortunately, many groups fail to make good decisions
because they fail to merge the diverse ideas and recognize potential synergies;
the result is a failure to capitalize on the team's diverse talents. When this
happens teams can actually make worse decisions than a talented individual.
Airmen must be conscious of how group decisions are made and create teams
capable of applying critical thought to problems in a group setting.
23.9.2. Airmen engaged in the group
decision-making must consciously structure the process to encourage critical
thinking. Leaders must begin by deciding:
23.9.2.1. Who should be involved in the
decision process?
23.9.2.2. In what sort of environment does
the decision take place?
23.9.2.3. How will the participants
communicate?
29.9.2.4. How will the leader control the
decision process?
23.9.3. Unfortunately, due to bias, a lack of
time, framing, personnel shortages, outside pressure, or any number of other
reasons leaders often fail to decide how to decide? Instead, they rely on
existing decision processes and groups, even though they may be unreliable
given the context of the issue.
23.9.4.
Some argue that groups are more intelligent than individual experts because the
aggregation of their judgment leads to a better answer, even though they are
not a group of experts. In some cases this is true, but it is not a given.
Several critical preconditions are necessary.
To be effective groups of non-experts must:
23.9.4.1. Be diverse.
23.9.4.2. Represent many different
disciplines, perspectives, and areas of expertise.
23.9.4.3. Be decentralized.
23.9.4.4. Be able to effectively aggregate
all the individual judgments.
23.9.4.5. Contain members who are independent
(most important).
23.9.5. Within groups, information-processing
problems can prevent the pooling of collective knowledge. Group members tend to
discuss areas of common information while failing to surface privately held
information for personal reasons or a failure to recognize its importance.
Airmen, because of our shared heritage and commitment to teamwork must
constantly guard against the trap of ignoring information in an effort to find
common ground. Even when data is widely discussed and analyzed, the filtering
of data as it moves up the decision chain can prevent decision makers from
having access to the nuances of these discussions during the decision process.
If as an Airmen you are in positions to make decisions based on the
recommendations of groups you should be aware of how the group was set-up and
operated and make an effort to understand the decision-making process they used.
23.9.6. Wisdom of Groups
Conclusion.
Things to be aware of when forming a
decision-making team:
23.9.6.1. Individuals must be able to sway
others in the crowd, a condition that is often lacking in the organizational
decision-making environment.
23.9.6.2. Interdependence and hierarchy of
group members can neutralize the benefits group decisions.
23.9.6.3. Pressure to conform and
fractionalization of groups into sub groups can prevent honest analysis.
23.9.6.4. The tendency of some individuals to
dominate the discussions can inhibit less aggressive members from presenting
their ideas, especially if these ideas are call into question the prevailing
wisdom of the dominant personalities.
23.9.6.5. Conversely, members that do not
feel personally accountable for the group's outcomes may free ride by not
presenting their ideas, content to allow others to carry the load
.
23.10. Groupthink
(Thinking or Conforming):
23.10.1. Groupthink is
a well-known decision trap most of us are familiar with and a major reason groups
make flawed decisions. Groupthink occurs when
tremendous pressures within the team for conformity and a desire for unanimity
drive decision-making at the expense of true critical thinking. Without candid
dialogue between team members, and real assessment of options, groups tend to
spend most of their time tweaking proposed solutions rather than examining
evidence and assumptions to create new options. Many factors contribute to
groupthink, including the homogeneity of the group, reporting and supervisory
chains, and permanent versus long-term nature of the groups involved.
23.10.2. Within groups, especially long
standing groups, individuals often self-sensor based on a desire to avoid
becoming ostracized and marginalized. As a result, a fallacy develops within
the team; each member erroneously believes the other team members unanimously
support a decision or course of action, making it harder to present dissenting
opinions. If alternative options were previously examined and dismissed, they
are rarely reconsidered based on new information or changes in the decision
environment.
23.10.3. To avoid group think Airmen must be
aware of the below symptoms of Groupthink:
23.10.3.1. The group has a feeling of being
invulnerable (it cannot fail).
23.10.3.2. Inherent belief that the group is
better than rivals (cultural egocentric thought, stereotyping).
23.10.3.3. Rationalization away of
disconfirming data and warning signs.
23.10.3.4. The group has a feeling of being
unanimous in support for particular views.
23.10.3.5. Majority pressuring those with
dissenting views.
23.10.3.6. Group member's self-sensor rather
than challenge majority perspective to avoid becoming ostracized or
marginalized.
23.11. Groupthink Conclusion:
23.11.1. For some decision events, outside
consultation may be the only way to avoid groupthink. In other cases, Airmen
can work to minimize structural barriers to candid dialogue and reduce
groupthink tendencies within their organization.
23.11.1.1. Reduce structural complexity and
the information filtering that occurs because of internal organizational
barrier and interest groups.
23.11.1.2. Defining roles within
decision-making teams, giving responsibility to members for aspects of the
analysis process and holding them accountable for representing these
perspectives within the group.
23.11.1.3. Reducing homogeneity of team
composition to bring in alternative perspectives.
23.11.1.4. Reduce status difference and
rating chain conflicts between team members that might squelch candid dialogue.
23.11.1.5. Invite disagreement during the
analysis process; a failure to do so will squelch candid dialogue.
23.12. Debate and Conflict:
23.12.1. Disagreement between participants in
any decision process is necessary to stimulate inquiry and analysis. The challenge
for leaders in any decision process is to create constructive conflict while
retaining the teamwork and relationships necessary for future decision events.
In the decision-making process, debate focused on the issues and ideas at hand (cognitive conflict) is constructive; on the other hand,
emotional and personal outbursts (affective conflict) are not.
23.12.2. A key aspect of managing the
decision process is to stimulate cognitive conflict to
advocate positions and analysis debating concepts, but not attacking the person
representing them. Airmen in leadership positions should clearly establish
ground rules for interaction during deliberations and require participants to
respect each other's cognitive and analytical styles.
23.13. Critical Thinking in Groups
Conclusion:
23.13.1. Decision makers must ensure they are
not structuring their decision process to minimize conflict at the expense of
critical thinking. Leaders set the example by: identifying and articulating the
mental models they apply, encouraging others to challenge these models,
avoiding prematurely selecting courses of action before debate is finished, and
encouraging others to make mistakes. In other words, professional debate is
constructive, unprofessional personalization of debate is not. Without adhering
to the levels of professionalism expected of Airmen we squelch the critical
thinking necessary to innovate and ensure good decision-making.
23.13.2. Some techniques include assigning
members to act as adversaries; and/or to advocate multiple scenarios address
the problem. These techniques give participants the responsibility to provide
contrary perspectives and use varying lenses for information analysis.
Dissenters must be encouraged to try to persuade other team members, not senior
leadership; this practice stimulates debate and forces critical thinking.
However, if employed, senior leaders must guard against the temptation to
domesticate dissenters, using them as token devils advocates.
Section 23D
Critical Thinking and Organizational Culture
23.14. The Inability to Decide.
Many leaders and organizations are plagued by
chronic and persistent indecision. Indecision resulting from dysfunctional
patterns of behavior manifests itself as one of three harmful organizational
cultures: (1) culture of no ; (2) culture of yes ; and
3) culture of maybe.
23.14.1. Culture of no.
Organizations with a culture of no have established a decision process where
lone dissenters are able to issue non-concurs within the planning process,
effectively blocking overall organizational goals because they conflict with
internal sub-organizational interests. This culture can arise in organizations
where decision meetings focus on dissections of proposals instead of true
debate and analysis. Leaders who reward subordinates based on their ability to
dissect others ideas without providing alternative courses of action enable and
promote a culture of no. Do not forget the importance of being able to differentiate
between the use of a devil's advocate and the culture of no. In a culture of
no, dissenters are trying to tear down or block proposals and ideas, not
critique a proposal with the intent of strengthening it.
23.14.2. Culture of yes. Within
a culture of yes, dissenters tend to stay silent. This silence becomes a tacit
endorsement of the proposal without the benefit of analysis and debate. In this
form of organizational culture, once a decision is made subordinates later
express disagreement to distance themselves from a decision or work to overturn
or undermine the implementation of the plan. Airmen operating in this type of
culture must understand that silence does not mean assent and watch for those
not contributing to the discussion. This type of culture can develop when
leadership devalues critical analysis. Overcoming this cultural tendency
requires leadership to create constructive conflict within the decision process
to surface and analyze concerns and alternative interpretations of evidence.
23.14.3. Culture of maybe. Under
the culture of maybe, decision makers work to gather as much information as
possible, so much so they become trapped in analysis paralysis.
Under analysis paralysis, decision makers constantly
delay action because they think more information and analysis will clarify
their choice. This culture tends to develop in organizations facing highly
ambiguous situations; or in organizations where competing sections/leaders
practice conflict avoidances as opposed to open analysis and debate. In these
organizations, decision makers must balance the benefit of gaining more
information against the diminishing returns they provide (as opposed to
initiating action). While leaders are seldom able to accurately calculate the
cost versus benefit of waiting for additional clarity, intuitive judgment
serves as a cut-off for unnecessary delay.
23.14.4. Procedural
Justice:
23.14.4.1. The process by which a decision is
made significantly influences implementation and follow-through of the solution.
The key aspect to outcome of a critical decision is consensus among the team
responsible for enactment. Consensus does not mean unanimity rather, consensus
is a commitment to, and shared understanding of, the desired outcome.
23.14.4.2. Sections above discussed the need
for debate and conflict in applying true critical thinking to decisions and the
challenge of keeping the debate constructive. Airmen must also work to make
sure the process is fair and legitimate. Even when participants agree with the
chosen course of action, if they do not see the process as legitimate they are
often disenchanted with the outcome. Procedural fairness provides support to
decision makers, especially when they are making unpopular decisions.
23.14.4.3. Fair processes helps build
consensus. More importantly, they aid implementation because participants feel
that all perspectives have been considered and analyzed. If decision-makers are
subjective in their analysis, participants lose faith in the decision process,
making it difficult to support the outcome. Providing participants with time
and venues to air positions, and a transparent system of weighing different
perspectives, is important. In essence, fair process means that the decision
maker demonstrates genuine consideration of alternatives. This does not mean
debate continues endlessly. When final decisions are made the fairness of the
process is what allows Airmen arguing for various positions to rally around the
designated way ahead with confidence that the decision maker considered all
aspects before making the decision on which course of action to pursue.
23.14.4.4. Procedural legitimacy in
decision-making occurs when the decision process is perceived to be in line
with an organization's socially accepted norms and desired behavior. Airmen in
leadership positions must avoid artificially limiting debate and analysis of
information. In order to create an organizational culture of decision
legitimacy leaders can do the following:
23.14.4.1. Provide a process road map at the
beginning of the decision process.
23.14.4.2. Reinforce and demonstrate an open
mind-set.
23.14.4.3. Engage in active listening and
make sure others do too.
23.14.4.4. Separate advocacy from analysis.
23.14.4.5. Explain the decision rationale
once made.
23.14.4.6. Express appreciation for
everyone's participation and how alternative inputs contributed to the process.
23.14.5. Normal Accidents
and Normalizing Deviance.
Within the United States Air Force, like any
other organization decisions made in highly complex tightly integrated
environments often have unanticipated consequence. If Airmen are unaware of, or
have failed to think through decisions catastrophic failure can be the result.
With the understanding of the role all Airmen play in using the habits of mind
for critical thinking provided above, the following sections examine two
perspectives on decision-making failure one structural; the other behavioral
(Normal Accident Theory, Normalized Deviance).
23.14.6. Normal Accident
Theory:
23.14.6.1. This theory rests upon the
assumption that in any highly complex high-risk organizational structure
decision failures are unavoidable. High-risk systems are systems classified by
their complexity and the coupling of multiple processes occurring in
conjunction with one another. Systems that are interactively complex and
tightly coupled are particularly vulnerable to catastrophic failure stemming
from mistakes made by decision makers, often small mistakes, which go
unrecognized or uncorrected and increasingly skew outcomes as they work their
way through the system.
23.14.6.2. In coupled systems tight
interactions based on poor decisions can magnify normal accidents into
system-wide failure. In simple linear processes, such as an assembly line,
failure has a visible impact on the next process but is identifiable and
limited. When interactions are nonlinear and affect a variety of other systems,
the failure of one component has unanticipated effects on many subsystems. If
the subsystems are tightly coupled (highly interdependent) a failure quickly
causes changes in multiple systems nearly simultaneously making it hard for
leaders to diagnose the symptoms and see the extent of the developing failure.
Because Airmen project power globally, anticipation of the impact even minor
deviations from procedure or instruction can have is extremely challenging.
This is the reason we stress adherence to standard operating procedures and
Airmen must apply the habits of critical thinking before deviation from our
normal operations others are counting on our predictability to do their job
safely as we work together to advance United States security interests.
23.14.7. Normalizing
Deviance:
23.14.7.1. This is the gradual acceptance of
unexpected events and risk as a normal part of the operating environment.
Eventually the deviations are accepted as a normal occurrence and no longer
assessed using the habits of mind necessary to identify causes and find
solutions. As organizational members become accustomed to the reoccurrence of
seemingly minor but unpredicted anomalies in a system they become less
concerned with the potential catastrophic effect of more severe failures of the
same systems. The classic case is the Challenger space
shuttle disaster. In this case, the erosion of O-rings was not within
acceptable tolerances. However, after its occurrence several times with no
catastrophic result, the members of the organization accepted their erosion as
a normal and acceptable event, despite deviation from their engineering
standards. In this case National Aeronautics and Space Administration, as an
organization, was working hard to make space flight feel routine. The
organization's culture, combined with cognitive bias and external pressures to
make space flight routine led do the normalization of a potentially
catastrophic failure.
23.14.7.2. Normalization of deviance is the
gradual acceptance of lower standards of performance. This practice produces
shortcuts in the way organizations act. These variations then become normal
procedures normalized to the point where the deviance is no longer even
noticed. As Airmen we should not accept this practice, we guard against this by
continuously questioning the way we do business and digging into any failure to
meet the standards we set for performance.
23.14.7.3. Airmen must
be aware of the type of organization they operate within and understand its
complex interactions. They must consciously identify the close-calls' and
deviances from normal operations. All Airmen must ensure deviations from
standards are analyzed as part of the decision-making process to gain an
understanding of how to improve programs and implement new decisions.
23.14.8. Practical Drift
and Ambiguity:
23.14.8.1. Practical Drift. Within
large organizations, sub-unit leaders at all levels make decisions to maximize
efficiency. They establish localized rules and procedures that comply with the
overall intent of the organization. Over time these procedures become accepted
practice. Similar to Normalizing Deviance (discussed
above), this practice causes organizational norms to drift. Often, this drift
is unproblematic however, under ambiguous conditions in complex interactive
environments, divergence may lead to altered expectations and poor information
flow (resulting in catastrophic cross-system failure; e.g. Blackhawk shoot
down).
23.14.8.2. Airmen must be aware of how their
decisions at the local level tie in with overall organizational goals,
standards, and expectations. Leaders must use their awareness of organizational
goals and standards to monitor practical drift in
their areas of responsibility, recognizing disciplined initiative, while
maintaining standards consistent with outside expectations. This task becomes
difficult when many sub-units work together. Communications breakdowns across
large organizations often cause a loss of perspective on how practical drift may be creating problems with follow-on
unforeseen consequences.
23.14.8.3. The challenge for Airmen of all
ranks is that ambiguous threats do not trigger organizational responses. The
failure to apply critical thinking to ambiguous threats means that the recovery
window between the emergence of the threat and its occurrence as a catastrophic
failure may narrow. National Aeronautics and Space Administration's
organizational culture caused leaders to downplay O-ring failure, moving it
from a critical to an ambiguous threat. Airmen at all levels must be aware that
ambiguous threats may go unaddressed due to information filters caused by
structural complexity and inter-organization power dynamics.
23.14.8.4. Airmen in positions of
responsibility must work to temper practical drift and
create a culture where critical thinking is applied to ambiguous threats. This
goal can be accomplished by developing processes for identifying and analyzing
small problems and failures, treating them as potential indicators of larger
problems. Effective techniques include: empowerment of front line
troops/workers; and flattening hierarchies to reduce information filtering.
23.14.8.4.1. To further minimize the problems
associated with practical drift, leaders can also:
23.14.8.4.2. Create and encourage
transparency in organizational structures and systems to identify local practical drift and understand the why behind local
standards.
23.14.8.4.3. Avoid band-aid approaches
to small problems fix the root cause across the system.
23.14.8.4.4. Create a climate of candid
dialogue where you review and revisit standards and seek problems.
23.14.8.4.5. Monitor seams where information
is handed off between units and organizations.
23.14.8.4.6. Conduct careful after-action
reviews focused on process improvement.
23.15. Conclusion:
23.15.1. Airmen at all levels participate in
decision-making daily. The habits of mind necessary to assure we apply critical
thought are something we must consciously foster. Our diverse and highly
educated force brings to the table a wide variety of views, experiences, and
abilities; providing the United States Air Force a deep pool of talent to draw
ideas from. By using the techniques of good decision-making and fostering the
development of habits of mind in our Airmen we tap into that rich pool of
talent. When time allows we must consciously create processes to think though
decisions using critical analysis of all factors, ensuring we focus on doing
what is best for the nation and the Air Force. This effort to create habits of
mind pays off when we must make decisions quickly and under great pressure.
During these times we naturally fall back on the decision-making processes we
use every day.
23.15.2. In order to create these good habits
of mind Airmen in leadership positions at all levels, from the back shop to the
Air Staff, must create an environment where Airmen are free to exercise critical
thought. We must guard against organizational cultures and leadership styles
designed to simply arrive at a decision and quickly move on. Organizations and
leaders focused on the decision, not the decision-making process tend to stifle
critical analysis of issues and prevent development of good habits of mind;
ultimately causing poor decision-making and negatively affecting the United
States Air Force, the Department of Defense, and our nation.
Chapter 24
STUDYING EFFECTIVELY
Section 24A
Overview
24.1. Introduction.
Getting the most out of promotion studies is
an individual affair. No method will produce the best results for every Airman.
Lack of success may have more to do with poorly developed study skills than
intellectual ability. This chapter suggests methods for effective studying, but
each Airman must determine which methods and strategies work best for him or
her. This chapter covers effective study habits, study strategies, the military
knowledge and testing system, and a learning style self-assessment instrument
to help Airmen prepare for promotion exams. This information is not testable
for promotion.
Section 24B
Effective Study Habits in Eight Easy Steps
24.2. General Information.
Airmen grapple with many issues that may make
it difficult to concentrate on studying. To get promoted, you must study for
your Promotion Fitness Exam or United States Air Force Supervisory Exam. The
key to effective studying is to study smartly. You can begin with these
effective study habits.
24.2.1. Approach Studying
with the Right Mindset:
24.2.1.1. Many people consider studying a
necessary task, rather than an enjoyable opportunity to learn, but research
indicates that how you approach a task is almost as important as the task
itself. Having the right mindset may help you study more effectively.
24.2.1.2. Sometimes you can t force yourself
to have the right mindset. During such times, you should take a study break. If
you are distracted by other issues, studying will be an exercise in futility.
Come back to it when you re not focused on something else.
24.2.1.3. How to improve your study mindset:
24.2.1.3.1. Decide to think positively while
you study; remind yourself of your skills and abilities.
24.2.1.3.2. Avoid catastrophic thinking.
Instead of thinking, I ll never have enough time to study for this exam, think
It may be a little late to start studying, but if I do it now, I can still get
most of it done.
24.2.1.3.3. Avoid absolute thinking. Instead
of thinking I always mess up, the more objective view is, I didn t do very well
last time. What can I do to improve?
24.2.1.3.4. Avoid comparing yourself
negatively with others.
24.2.2. Bring Everything
You Need; Nothing You Don t:
24.2.2.1. When you find an ideal place to
study, you may bring things you don t need. For example, it may seem ideal to
type notes into a computer to refer to later, but computers are a powerful
distraction for many people. So ask yourself if you really need a computer to
take notes, or can you make do with the old-fashioned paper and pencil.
24.2.2.2. Don t forget the things you need to
study for promotion (see the Enlisted Promotion Reference and Requirements
catalog, https://www.omsq.af.mil/TE/EPRRC.pdf) to ensure you are studying the correct information. Don t
waste time running back and forth to get an important book, paper, or other
resource.
24.2.3. Outline and
Rewrite Your Notes.
Many people find a standard outline format
helps them boil information down to its most basic components, and connecting
similar concepts makes information easier to remember during an exam. An
outline is most effective as a learning tool when you use your own words and
structure because everyone connects similar information differently. Failing to
outline in your own style and words may result in failure to remember important
items.
24.2.4. Use Memory Games
(Mnemonic Devices):
20.2.4.1. Memory games, such as mnemonic
devices, use simple word association to help remember pieces of information.
Some people string together words to form an easy-to-remember nonsense
sentence. The first letter of each word stands for a piece of the information
you re trying to remember. A common military mnemonic device example is Be My
Little General of the Air Force. The first letters of the words help you
remember the general officer ranks: Brigadier, Major, Lieutenant, and General.
24.2.4.2. The key to such memory devices is
the new phrase or sentence you come up with has to be more memorable and easier
to remember than the terms or information you re trying to learn. These don t
work for everyone, so if mnemonics don t work for you, don t use them.
24.2.5. Practice,
Practice, Practice. The age-old adage practice makes perfect is true.
You can practice by yourself using practice exams or flash cards (depending on
what's available). If a practice exam isn t available, you can make one
yourself. However, interactive exercises available at http://pdg.af.mil/ may help you retain information from Air Force Handbook 1, Airman. Whatever tools you use, practice can enhance your
retention of general military knowledge in the Air Force Handbook 1, Airman.
24.2.6. Make and Stick to
a Schedule:
20.2.6.1. Many people plan to study when they
get around to it or have some spare time. If you schedule study time the same
way your duty hours are scheduled, you ll find studying is less hassle in the
long run. Instead of last-minute cramming sessions, scheduling the same amount
of study time every day for 3 to 6 months before your promotion test will be
easier and enable you to learn more of the material.
20.2.6.2. Some people study every day, others
once or twice a week. Frequency isn t as important as actually studying
routinely. Even if you study one day a week for 6 to 8 months, that is better
than a massive cram session a few days before the exam.
24.2.7. Build in Breaks
and Rewards:
20.2.7.1. If you view studying as a chore, it
will be natural to avoid it. If, however, you use rewards to help reinforce
what you re doing, you may be pleasantly surprised by an attitude change.
20.2.7.2. Start by breaking study time into
manageable components. Studying for 4 hours at a time without a break is
unrealistic for most people. Studying for an hour followed by a 5-minute break
and a snack may be more sustainable and enjoyable for you. Divide study time
into segments that make sense and work for you.
20.2.7.3. When establishing your goals,
establish rewards as well. Tell yourself specifically what your reward will be
if you reach your goal: Maybe I will have a special dessert tonight if..., or I
will buy a new song online if..., or I will spend an extra 30 minutes gaming
if... for reaching the established goal. The point is, find a reward that is
small but real, and to stick to it. Setting limits on your behavior is a method
to teach yourself discipline.
24.2.8. Stay Healthy and
Balanced:
20.2.8.1. It may seem hard to live a balanced
life, but the more balanced your life, the easier every component becomes. If
you spend all of your time focused on one thing, your life may become
unbalanced. When that happens, everything becomes more difficult.
20.2.8.2. Maintaining a balanced life comes
more easily over time, but you can work to improve health and balance by doing
what you already know: exercise regularly, eat nutritious food, and get enough
sleep. There are no shortcuts to good health.
Section 24C Study
Strategies
24.3. General Information.
Whether you are studying for a promotion
test, specialty knowledge test, or any other test, the following study
strategies may help you attain your goals:
24.3.1. Stay Motivated.
Studying and learning can take you far in
life, yet it can seem so hard to get around to it, and life's constant
distractions don t help.
24.3.1.1. Attention. Distractions
can affect your motivation to study. If you were totally isolated on a desert
island, where there was absolutely nothing to do but study, you d study every
word of your subject until you were completely versed in it because there would
be nothing to distract you. Having so many choices means now more than ever we
need to exert willpower.
24.3.1.2. What Do You Want
Out of Life? To stay motivated, you should think about why you are
studying. Presumably, studying is connected to what you want out of life, so
ask yourself what you will ultimately get out of those things you do to avoid
studying. Your life will be what you make of it.
24.3.1.3. Feed and Develop
Your Mind. We live in a world surrounded by entertainment options.
However, your mind needs the nutrition of study as well as the relaxation of
entertainment. When you study well, you find it has its own subtle pleasures
and satisfactions apart from the positive results it can bring into your life.
24.3.2. Use Time Wisely.
You might have all the time in the world, but
if you don t use it wisely, it won t help you to meet your goals.
Procrastination is a problem for many students. The following tips may help you
deal with this issue:
24.3.2.1. Clear Your Schedule. Recognize that your obligations are
as important as other people's needs. Set limits to prevent or minimize
interruptions. Give full concentration to your studies without feeling guilty
for whatever you re not doing.
24.3.2.2. Get Motivated. Create
a distraction-free work area, and commit to staying there for until you meet
the day's study goal. If you get sidetracked, remind yourself how studying will
help you achieve your goals.
24.3.2.3. Prioritize. Answers
to these questions may help you establish a priority list: What must be done
first? When is it due? What is worth more in terms of the score? What is worth
more in terms of personal, educational or career goals?
24.3.2.4. Use a Daily To
Do List. A to do list can help you reach your goals by helping you
prioritize your daily tasks. As you complete tasks, check them off your list.
24.3.2.5. Break Your Study
into Chunks. Estimate how much time you ll need to complete a task,
and don t try to do it all at one time. Break it down so that it s achievable
without being overwhelming.
24.3.2.6. It Doesn t Have
to Be Perfect. Some people are so afraid they won t perform perfectly
that they don t do anything at all. Make sure you understand your goals. Then
evaluate how important your study is and what level of performance is
acceptable to you. Then, just do it.
24.3.2.7. When You Really
Hate It, Do It First. Work on a task you really hate first, while you
have more energy. Reward yourself when you complete those items on your daily
list.
24.3.3. Study Environment.
Once you know when and for how long you will
study, commit to a time and place that meets your needs. Make that decision
based on whether the environment matches your learning style. See Section 20E
of this chapter for information to help you understand your dominant learning
style. When establishing a study environment, consider:
24.3.3.1. Time of Day. If
possible, schedule your most challenging courses and most intense study
sessions when you are most alert. Determine if you feel more alert and
productive during the morning, midday, or evening, and schedule accordingly.
24.3.3.2. Posture and
Mobility. Some people prefer to sit at a table or desk (formal
posture); others learn more easily sitting comfortably on a sofa or lying on
the floor (informal); others need to move around when they study. Some people can
sit and study for long periods of time (high persistence), while others need
frequent breaks (low persistence). Recognize your posture and mobility needs
when you to plan.
24.3.3.3. Sound. Not
everyone needs to study in a perfectly quiet environment; if you like sound
when you study, try to make it an environment where the kinds of sounds won t
actually be distracters.
24.3.3.4. Lighting. Reading
ability can be affected by the amount and type of lighting in your study area,
and contrast between text and paper color. Be aware that light does make a
difference, and choose a study environment that best matches your learning
preferences.
24.3.3.5. Temperature. You
may not be able to control the room temperature, but you should be aware of
your temperature preferences and dress accordingly.
24.3.4. Set Goals:
24.3.4.1. Be a Lifelong
Learner. Technological advances have occurred in exponential leaps
over the past century, and the only certainty in life is change. Education is
the key to preparing you for change. Your most
valuable asset and skill is your ability to learn and apply knowledge gained
through education.
24.3.4.2. Setting
Goals. Setting goals is a good way to accomplish a particularly
difficult task, such as developing study skills. Setting SMART goals will have
you studying like a pro in no time. SMART goals are:
24.3.4.2.1. Specific. Once
you identify what you want to work on, narrow that down to a single, specific
thing. Working out one problem at a time may make it easier to reach your goal
without spreading yourself too thin. I want to be a better reader is broad, so
a more specific goal would be I want to improve my reading speed. Write your
specific goal on a piece of paper.
24.3.4.2.2. Measurable. You
won t know if you met your goal if you cannot measure it in some way. For
instance, instead of I want to improve my reading speed, a measurable goal
would be I want to improve my reading speed by 10 words per minute.
24.3.4.2.3. Action. This
is where you decide how to achieve your goal. Write this part as an explanatory
activity. For example, your goal might now be I want to improve my reading
speed by 10 words a minute. I will do this by skimming over words like the and an .
24.3.4.2.4. Realistic. Make
sure your goals are achievable. I will improve my reading speed by memorizing
every word in the dictionary is unrealistic for most people. Everyone has
limits (time, resources, ability, etc.). Do not ignore limits or you may set
unrealistic goals.
24.3.4.2.5. Timeline. Set
a suspense date, and make sure it is both specific and realistic for you. I
will meet this goal sometime over the summer is vague. I will meet this goal by
the first day of school next fall,
is specific and realistic. Your timeline may be days, months or years, but must
be realistic for you and your lifestyle.
Section 24D
Military Knowledge and Testing System (MKTS)
24.4. General Information.
The MKTS chart is critical to the Air Force
promotion system. The chart is used to help guide the development of enlisted
study guides to support the enlisted promotion system. Enlisted members should
use the chart as a study strategy for the preparation of their promotion
fitness exam or United States Air Force supervisory exam.
24.4.1. Every 2 years, members from the
enlisted board of director's (CMSAF and major command chiefs) review the
information contain within the study guides and rate the importance of the
information and level of understanding for each promotion grade from Staff
Sergeant to Chief Master Sergeant. The MKTS chart is provided to the
subject-matter experts tasked to write the promotion fitness exam and United
States Air Force supervisory exam.
24.4.2. The MKTS chart is located at
attachment 1 of study guides. The MKTS chart also provides the opportunity to
provide each enlisted grade a promotion study guide based on the information
contained in the chart. These promotion study guides are available at www.studyguides.af.mil for download to prepare for promotion testing.
Section 24E Know
Your Learning Style
24.5. Adult
Learning Style Profile.
Adapted from Learning Style Form, developed
by Dr. Ray Barsch; University of Northwestern Ohio Virtual College, Learning
Styles Evaluation.
24.5.1. The statements in Figure 24.1 are
designed to help an individual determine their learning style (visual,
auditory, or tactile/kinesthetic). No learning style is better than any other.
However, knowing your preferred learning style and tailoring your study
sessions to that style will help you retain more of the material. Follow the
directions in Figure 24.1 to begin discovering your preferred learning style.
Figure 24.1. Learning Style
Profile.
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Directions: Read each statement, and place a check mark in the appropriate box that best matches your feeling about that statement. Work quickly. Do not sit and ponder. There are no right or wrong answers. When finished follow the directions in Figure 24.2 for scoring instructions. |
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COMMENTS |
OFTEN |
SOME- TIMES |
SELDOM |
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1. I remember things better when people
tell them to me than when I read them. |
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2. I follow written directions better than
oral directions. |
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3. I like to write things down or take
notes for visual review. |
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4. I bear down extremely hard with pen or
pencil when writing. |
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5. I require oral explanations of diagrams,
graphs, or visual directions. |
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6. I enjoy working with tools (cooking,
woodworking, mechanical). |
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7. I am skillful and enjoy developing and
making graphs and charts. |
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8. I like to learn something new by talking
rather than reading about it. |
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9. I remember best by writing things down
several times. |
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10. I can understand and follow directions
using maps. |
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11. I do better at academic subjects by
listening to lectures and tapes. |
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12. I handle objects (coins, keys, pencils)
while studying, reading, and conversing. |
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13. I learn to spell better by repeating
the letters aloud, not by writing them. |
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14. I understand a news article better by
reading it than by listening to the radio. |
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15. I chew gum, smoke, eat, or drink while
studying/working. |
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16. I remember something best by picturing
it in my head. |
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17. I like to make, build, or create things
as I learn. |
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18. I would rather listen to a good lecture
or speech than read about the subject. |
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19. I am good at working and solving jigsaw
puzzles and mazes. |
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20. I prefer listening to news on the radio
or TV rather than reading about it. |
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21. I like to learn mostly by building,
making, or doing things. |
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22. I enjoy researching an interesting
subject by reading relevant material. |
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23. I feel comfortable touching others,
hugging, handshaking, etc. |
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24. I follow oral directions better than
written directions. |
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25. I enjoy learning by going places and seeing
things. |
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26. I like to draw, color, sketch, and
paint things. |
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27. I doodle during meetings, lectures, or
while listening on the phone. |
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28. I enjoy listening to music. |
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29. I like to shape or make things with my
hands (clay, ceramics, dough, etc.). |
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30. I read aloud (or whisper) to myself
when trying to understand new written material. |
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Figure 24.2. Learning Style
Score.
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Directions: Place the point value on the line next to its corresponding item number: OFTEN = 5 points; SOMETIMES = 3 points; SELDOM = 1 point. Total each column to arrive at your profile score under each heading. Arrange the column totals, from highest to lowest, on the lines below the column totals. |
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AUDITORY |
VISUAL |
TACTILE |
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Question # |
Points |
Question # |
Points |
Question # |
Points |
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1 |
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2 |
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4 |
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5 |
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3 |
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6 |
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8 |
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7 |
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12 |
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11 |
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9 |
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15 |
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13 |
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10 |
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17 |
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18 |
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14 |
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21 |
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20 |
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16 |
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23 |
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24 |
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19 |
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25 |
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28 |
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22 |
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27 |
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30 |
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26 |
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29 |
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TOTAL: |
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TOTAL: |
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TOTAL: |
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Highest ___________ Modality: |
Second ___________ Modality: |
Lowest ___________ Modality: |
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Score: ___________ |
Score: ___________ |
Score: ___________ |
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24.5.2. A score that reads Visual = 33,
Auditory = 24, Tactile = 19, indicates that you are a visual learner, with an
auditory learning backup, and some tactile learning. Such people learn best by
seeing something. If vision is obscured, visual learners can still learn through
listening and tactile modes, but the major and best mode of learning
unavailable.
24.5.3. A score that reads Auditory = 30,
Visual = 27, Tactile = 20 indicates that you are an auditory learner, with a
visual backup, and some tactile learning. Such people learn best by hearing or
saying what needs to be learned. Auditory learners can learn by seeing the
information, but their best retention occurs when they see the information and
repeat it to themselves, or when they hear the material being read aloud. They
may also learn very well using audio cassettes, compact disks, or digital media
with retention and depth of learning enhanced by visual and tactile input.
24.5.4. A score that reads Tactile = 34,
Visual = 27, Auditory = 27 indicates that you are a tactile learner, with
auditory and visual backup learning modes. Such people learn best by doing.
They may write material they see or hear, take notes during lectures but rarely
need to look at them afterwards, or find it easier to recall information if
they move around or have something in their hands.
24.6. Auditory Learners.
Auditory learners use hearing to process
information. When given a choice, strong auditory learners will sit where they
can easily hear the speaker and where outside sounds will not interfere. Some
auditory learners will sit to one side, on the side of their strongest ear.
Many auditory learners find it easy to understand the words from songs on the
radio and announcements on public address systems.
24.6.1. Characteristics:
24.6.1.1. Prefer to hear information.
24.6.1.2. Have difficulty following written
directions.
24.6.1.3. Have difficulty with reading and
writing.
24.6.1.4. May not look a speaker in the eye;
may turn their eyes away so they can focus on listening.
24.6.2. Learning Tips:
24.6.2.1. Use audio cassettes or compact
discs for reading and lectures (when available).
24.6.2.2. Participate in discussions, ask
questions, and repeat given information.
24.6.2.3. Summarize or paraphrase written
material, and record the information.
24.6.2.4. Discuss the material with someone
else.
24.7. Visual Learners.
Visual learners need to see the big picture.
They may choose a seat where they can see the whole stage or the whole screen.
They may choose the back seat in a room so everything is out in front, and they
can see it all.
24.7.1. Characteristics:
24.7.1.1. Need to see it to learn it; must
have a mental picture.
24.7.1.2. Have artistic ability.
24.7.1.3. Have difficulty with spoken
directions.
24.7.1.4. Overreact to sounds.
24.7.1.5. Have trouble following lectures.
24.7.1.6. May misinterpret words.
24.7.2. Learning Tips:
24.7.2.1. Use visuals (graphics, films,
slides, illustrations, doodles, charts, notes, flashcards) to reinforce
learning.
24.7.2.2. Use multicolored highlighters to
organize notes.
24.7.2.3. Write directions down.
24.7.2.4. Visualize words, phrases, sentences
to be memorized.
24.7.2.5. Write everything down; review often.
24.8. Tactile Learners.
Tactile/kinesthetic learners need to touch
and feel things. They want to feel or experience the lesson themselves. Given a
choice, strong kinesthetic learners will be right in the middle of the action.
They may take things apart to see how they work and put them back together,
without directions.
24.8.1. Characteristics:
24.8.1.1. Prefer hands-on learning/training.
24.8.1.2. Can put things together without
directions.
24.8.1.3. Have difficulty sitting still.
24.8.1.4. Learn better when they can get
involved.
24.8.1.5. May be coordinated and have
athletic ability.
24.8.2. Learning Tips:
24.8.2.1. Make a model, do lab work,
role-play.
24.8.2.2. Take frequent breaks.
24.8.2.3. Copy letters and words to learn how
to spell and remember facts.
24.8.2.4. Use a computer.
24.8.2.5. Write facts and figures repeatedly.
24.8.2.6. Read and walk, talk and walk,
repeat and walk.
24.9. Conclusion.
Effective studying does not happen overnight.
It requires time and patience. Effective studying habits are learned through
trial and error, and people must develop strategies that work for them.
Developing effective study habits and strategies, and knowing your learning
style should improve your ability to achieve your goals.
Chapter 25
PROFESSIONALISM
Section 25A
Overview
25.1 Introduction:
25.1.1. The Profession of Arms requires
unique expertise to fulfill our collective responsibility to the American
people. It is distinguished from others in society because of our
expertise in the justified application of lethal military force and the
willingness of those who serve to die for our Nation. Our profession is defined
by our values, ethics, standards, skills and attributes.
25.1.2. The U.S. Air Force and its Airmen
wield our Nation's most powerful and responsive weapons. Every member of the
U.S. Air Force team--Regular Air Force, Guard, Reserve and civilian--is entrusted
with the responsibility of preserving U.S. national security. We provide vital
skills to help ensure the Air Force is ready to answer our Nation's call. The
trust placed by the Nation in our Airmen rests upon confidence in the character
and competency of the men and women who serve. To continue this trust we must
maintain and project power within the boundaries of a very sacred and honored
Air Force ideal one based on our Air Force Core Values of Integrity
First, Service Before Self and Excellence In All We Do. Guided by these Core Values, the Air
Force will continue to develop and inspire our Airmen within the Profession of
Arms.
25.1.3. We are worthy of the Nation's trust
through actions consistent with our Air Force Core Values summarized in one word:
professionalism. As a service we maintain the trust of our Nation by
integrating our Air Force Core Values into mission accomplishment daily,
infusing professionalism into everything we do. Professionalism describes who
we are as a service; how we conduct ourselves and live our lives; and it sets
the standards to which all Airmen will be expected to adhere and exceed.
Professionalism is about learning to lead oneself it is not just about what we
do but also how we do it. Professionalism within the Air Force is framed by the
requirement for trust, loyalty, dignity and personal commitment.
Professionalism is the heart and soul of who we are and who we aspire to be
every day. Our sense of professionalism underlies the pride we feel when we say I am an American Airman.
25.1.4. This Roadmap is universal and reaches
across every element and operation within the Air Force. Whether in war or
peace, at home or abroad, on or off duty, our Airmen must hold true to the
sacred trust our institution requires. A trust that respects all our fellow
Airmen strives to bring out the best version of our people, commits to a higher
calling of service and holds those who fail to maintain the honor our standards
demand fully accountable. As Airmen we continually seek to deepen and foster
our commitment to high personal standards of conduct. Ultimately, we instill
and value who we are as Airmen within the Profession of Arms as our hallmark to
shape and sustain Air Force culture today and well into the future.
25.1.5. In direct support of the objectives
outlined in this Roadmap, we established the Profession of Arms Center of
Excellence (PACE) as an Air Force-level Center on March 2, 2015. PACE will
champion our focused commitment to collaborating, coordinating and developing
areas of growth and leadership for all of our Airmen. PACE, working closely
with organizations across the Air Force, will help to provide deliberate,
institution-wide strategies focused on supporting professionalism efforts with
a common goal of enriching and enhancing the Air Force Profession of Arms. As a
dedicated champion to the Air Force Profession of Arms, PACE will provide
leadership, education and connectivity with current and emerging cylinders of
excellence currently focused on enhancing human capital within the unique
Profession of Arms. Through PACE, the Air Force senior leadership has a
dedicated institution for direct focus and ability to modify specific Air Force
requirements within the Profession of Arms. This Roadmap outlines an
expectation, mindset and standard for which all future PACE operations will
focus. An electronic copy of the Strategic Roadmap is available by clicking on this link. Section 25B Professionalism
25.2. Definitions:
25.2.1. Air Force Profession of Arms: (the Context)
A vocation comprised of experts in the
design, generation, support and application of global vigilance, global reach
and global power serving under civilian authority, entrusted to defend the
Constitution and accountable to the American people.
25.2.2. Air Force Professional: (the Identity)
An Airman (Regular Air Force, Reserve, Guard
or civilian) is a trusted servant to our Nation who demonstrates unquestionable
competence, adheres to the highest ethical standards and is a steward of the
future of the Air Force profession. Air Force professionals are distinguished
by a willing commitment and loyalty to the Air Force Core Values.
25.2.3. Air Force Professionalism: (the Spirit)
A personal commitment and loyalty to Air
Force standards and expectations framed within an environment of shared trust,
guided by Air Force Core Values.
25.3. Professionalism Vision: Airmen who do the RIGHT thing - the RIGHT way - for the RIGHT reason.
The future of the U.S. Air Force rests on the
degree to which we can continue to attract, recruit, develop and retain
individuals committed to the Profession of Arms and Air Force Core Values.
Airmen must be trusted professionals with exemplary character, judgment and
competence, who hold themselves and their fellow Airmen accountable. As a
profession, these characteristics are expected and directed for both
individuals who serve in the Air Force as well as for the institution itself.
25.4. Professionalism Mission: Leaders forging professional Airmen who embody Integrity, Service
and Excellence.
Every Airman, including those who are leaders
and those who aspire to lead, will be vital to the process of developing our
personnel. The Air Force will proactively develop each of our Airmen within a
professional culture requiring the highest degree of commitment toward
institutional standards. Our standards require Airmen to make the right choices
guided by the Air Force Core Values at all times.
25.5. Air Force Profession of Arms Roles and
Responsibilities.
Successful implementation of this strategic
roadmap will depend on the commitment and engagement of every Airman. This
strategic roadmap represents Air Force guidance that applies to operations
across all service responsibilities and is designed to be both consistent and
enduring for today and the future. In support of the Goals,
Objectives and Desired Effects that
follow, this strategic guidance will be applied at all levels of operations
throughout education, training and experience through the development of targeted programs and practices. The
formal roles and responsibilities for this Roadmap are:
25.5.1. Chief of Staff of
the Air Force (CSAF): Foster and communicate the continuous vision for
an Air Force steeped in the Air Force Core Values and support an Air Force
culture committed to the highest standards of the Profession of Arms.
25.5.2. Profession of Arms
Center of Excellence (PACE): With Direct Liaison Authorized (DIRLAUTH)
to the CSAF, PACE is responsible for collaborating and coordinating an Air
Force institutional-wide professionalism strategy; standardizing/synchronizing
Air Force-wide professionalism courses; building and providing world-class
professionalism tools for local use; and enhancing unit climate assessments
with professionalism solutions. PACE will be a collaborative institute that
helps to bring together, communicate and assist in supporting the best
practices of multiple agencies across the Air Force who share the effort of
enhancing our human capital.
25.5.3. AF/A1: Advocate
for required resources and assist PACE in establishing policies guiding the
design, development and delivery of this Strategic Roadmap in support of the
United States Air Force Profession of Arms.
25.5.4. Major
Commands/Field Operation Agencies/Direct Reporting Units: Implement
programs and practices that explicitly support this Strategic Roadmap. Develop
strategies and expectations that enable and encourage subordinate agencies
(Wing, Group, Squadron, etc.) to successfully operationalize and sustain these
Goals, Objectives and Desired Effects.
25.6. Air Force Professionalism
Goals:
25.6.1. Goal 1: Inspire a
strong COMMITMENT to the Profession of Arms.
Professionalism is based on a
shared commitment to standards and Air Force Core Values. Professionals fully
understand and embrace the sacred trust the decision to join the Profession of
Arms requires. On and off duty, in peace and in war, Airmen embrace and live by
the standards our institution requires.
25.6.1.1. Deepen the
understanding of and loyalty to their oath as a personal commitment to national
service (Roadmap Objective 1.1).
25.6.1.1.1. Airmen internalize the commitment
to their oath of service (Roadmap Desired Effect 1.1.1.).
25.6.1.2. Preserve the Air Force standards in
times of peace and war (Roadmap Objective 1.2).
25.6.1.2.1. Airmen
adhere to the Laws of Armed Conflict and Code of Conduct (Roadmap Desired
Effect 1.2.1.).
25.6.1.2.2. The
institution and Airmen are held accountable for adherence to ethical and legal
conduct (Roadmap Desired Effect 1.2.2.).
25.6.1.2.3. Airmen
practice moral courage to hold one another accountable (Roadmap Desired Effect
1.2.3.).
25.6.1.3. Inspire our
Airmen through Air Force heritage to build pride, perspective and ownership to
meet challenges (Roadmap Objective 1.3).
25.6.1.3.1. Air Force
heritage is linked to current, relevant topics and operations (Roadmap Desired
Effect 1.3.1.).
25.6.1.3.2. Today s
victories are strategically communicated and establish tomorrow's heritage
(Roadmap Desired Effect 1.3.2.).
25.6.2. Goal 2: Promote
the RIGHT MINDSET to enhance effectiveness and trust.
Professionalism is based on
one's commitment to the organization and its shared objectives. Serving as an
Airman, whether on Regular Air
Force, the Reserve, Guard, or as a civilian, is not just a job it s a
profession. We have been given the sacred trust of the American people, and
that trust is maintained only when our Airmen conduct themselves with integrity
and character. To meet this expectation, all Airmen must build their lives and
shape our service on the foundation of our Air Force Core Values: Integrity
First, Service Before Self and Excellence in All We
Do. All Airmen must develop and sustain a positive attitude, enhance their
understanding of airpower and develop professional perspectives that will
create and maintain the future force.
25.6.2.1. Strengthen
an Airman's ability to connect Air Force Core Values with mission
accomplishment (Roadmap Objective 2.1).
25.6.2.1.1. Commanders
and unit leadership establish a climate consistent with Air Force Core Values
(Roadmap Desired Effect 2.1.1.).
25.6.2.1.2. Airmen
integrate Air Force Core Values with individual performance (Roadmap Desired
Effect 2.1.2.).
25.6.2.2. Foster
habits that lead to moral courage and ethical judgment (Roadmap Objective 2.2).
25.6.2.2.1. Airmen
exercise the character necessary to make sound decisions (Roadmap Desired
Effect 2.2.1.).
25.6.2.2.2. The
institution and Airmen act consistently and in accordance with the Air Force
Core Values to build trust (Roadmap Desired Effect 2.2.2.).
25.6.2.3. Foster
mental agility, adaptive behavior and diversity of thought (Roadmap Objective
2.3).
25.6.2.3.1. Airmen use
flexible and creative thinking to develop better solutions (Roadmap Desired
Effect 2.3.1.).
25.6.2.3.2. Airmen
understand and apply critical thinking skills (Roadmap Desired Effect 2.3.2.).
25.6.2.3.3. Organizations
harness ingenuity at all levels through various forums (Roadmap Desired Effect
2.3.3.).
26.6.3. Goal 3: Foster
RELATIONSHIPS that strengthen an environment of trust.
Trust is the foundation of the
Profession of Arms. How we treat one another and how we strive to bring out the
best version of our people will determine our ability to meet our shared
objective of U.S. national security. As a service, providing opportunities to
build healthy relationships throughout the force requires leadership to
appropriately prioritize resources and provide clear expectations and guidance
at all levels.
25.6.3.1. Prioritize
resources at all levels to equip leaders to enhance the professional
environment for their Airmen (Roadmap Objective 3.1).
25.6.3.1.1. Leaders
create opportunities for professional interaction and development (Roadmap
Desired Effect 3.1.1.).
25.6.3.1.2. Airmen
operate in a safe and healthy professional environment (Roadmap Desired Effect
3.1.2.).
25.6.3.2. Prepare
Airmen to develop and respect professional peer relationships (Roadmap Objective
3.2).
25.6.3.2.1. Peer-to-peer
behavior remains professional on and off duty (Roadmap Desired Effect 3.2.1.).
25.6.3.2.2. Airmen are
prepared to appropriately deal with negative peer pressure (Roadmap Desired
Effect 3.2.2.).
25.6.4. Goal 4: Enhance a
CULTURE of shared identity, dignity and respect.
The Air Force must strengthen
its identity as Airmen first, occupational specialty second. Airmen must
understand their role in the enduring connection between Airpower and national
security. Within this shared identity we must embrace a culture that preserves
human dignity as a mission imperative.
25.6.4.1. Review,
train and enforce our Air Force Core Values and professional standards,
institutionally and individually (Roadmap Objective 4.1).
25.6.4.1.1. Leaders
ensure institutional policy, programs and procedures remain consistent with Air
Force Core Values and standards (Roadmap Desired Effect 4.1.1.).
25.6.4.1.2. All Airmen
have a common understanding of Air Force Core Values and standards (Roadmap
Desired Effect 4.1.2.).
25.6.4.1.3. All Airmen
hold each other accountable for adherence to our Air Force Core Values and
standards (Roadmap Desired Effect 4.1.3.).
25.6.4.2. Build pride
and identity as Airmen protecting U.S. national security (Roadmap Objective 4.2).
25.6.4.2.1. Individuals
identify themselves as Airmen first, specialists second (Roadmap Desired Effect
4.2.1.).
25.6.4.2.2. Airmen
understand and can articulate their contribution to the Air Force mission and
U.S. national security (Roadmap Desired Effect 4.2.2.).
25.6.4.2.3. Airmen
interact across specialties and the Total Force in order to identify and attain
common goals (Roadmap Desired Effect 4.2.3.).
25.6.4.3. Continually
operate in a way that is organizationally and personally inclusive (Roadmap
Objective 4.3).
25.6.4.3.1. Airmen
value human dignity and treat everyone with respect (Roadmap Desired Effect
4.3.1.).
25.6.4.3.2. Airmen
seek and value the contribution of every Airman (Roadmap Desired Effect 4.3.2.).
25.6.5. Glossary of Terms:
25.6.5.1. Air Force Core
Values: Integrity first, Service before self and Excellence in all we do.
The Air Force Core Values are more than minimum standards. They inspire us;
remind us what it takes to get the mission done. They are the common bond
among all professional Airmen, past and present.
25.6.5.2. Air Force
Profession of Arms: A vocation comprised of experts in the design,
generation, support and application of global vigilance, global reach and
global power serving under civilian authority, entrusted to defend the
Constitution and accountable to the American people.
25.6.5.3. Air Force
Professional: An Airman (Regular Air Force, Reserve, Guard or civilian) is
a trusted servant to our Nation who demonstrates unquestionable competence,
adheres to the highest ethical standards and is a steward of the future of the
Air Force profession. Air Force professionals are distinguished by a willing
commitment and loyalty to Air Force Core Values.
25.6.5.4. Air Force
Professionalism: A personal commitment and loyalty to Air Force
standards and expectations framed within an environment of shared trust, guided
by Air Force Core Values.
25.6.5.5. Airmen: All
members of the Air Force family - officer, enlisted and civilian representing
the Regular Air Force, Reserve and Guard. Everyone in our Air Force is critical
to what we do.
25.6.5.6. Desired
Effect: The desired strategic outcome supporting a goal or objective
once it has been fulfilled. These are the foundation to developing lines of
effort and implementation strategies.
25.6.5.7. Goal: An
expression of the desired future state of the Air Force in a particular area or
theme. Goals define and prioritize broad direction and are inherently long-term
in nature.
25.6.5.8. Mission:
Fundamental reason for being; purpose of the organization/effort, and why it
exists beyond present day operations.
25.6.5.9. Objective: A
major milestone or action required to achieve a goal. Objectives are specific
action statements establishing what, not how.
25.6.5.10. Vision:
Mental image of the future -- the preferred end state -- including how to
approach the customer and satisfy the mission, how services are delivered, how
to organize and manage people and other resources.
Section 25C
America s Air Force: A Profession of Arms.
25.7 The Little Blue Book.
First, we must understand that our chosen
profession is that of a higher calling, in which we hold ourselves to higher
standards. To serve proudly and capably, our commitment to our cause must be
unbreakable; it must be bonded in our mutual respect for each other. Throughout
our service we are guided and reminded of this awesome responsibility to our
nation. The oaths we take remind us that we serve freely in support and defense
of our Constitution. Our Air Force Core Values serve as our compass and provide
the fortified foundation of our service. We abide by a Code of Conduct that
captures our resolve, while our Airman's Creed highlights the strength of our
diverse Airmen who fly, fight and win as one Air Force. We are the world's
greatest Air Force...powered by Airmen, fueled by innovation; this book serves
as a guide to the principles that make us so strong. Wherever you are in your
Air Force career, it is a reminder to the meaning of service in our
profession...The Profession of Arms.
25.7.1. A Profession of
Arms:
25.7.1.1. No profession asks more of its
members than the Profession of Arms. As we state in our Airman's Creed, we have
answered our nation's call. It is a higher calling, and it comes with a higher
standard.
25.7.1.2. General Ronald Fogleman, our 15th
Chief of Staff once said, We are not engaged in just
another job; we are practitioners of the Profession of Arms. We are entrusted
with the security of our nation, the protection of our citizens and the
preservation of its way of life. In this capacity, we serve as guardians of
America s future. By its very nature, this responsibility requires us to place
the needs of our service and our country before personal concerns.
25.7.1.3. That responsibility was given to
each and every one of us when we raised our right hand and swore to support and
defend the Constitution of the United States. When we joined our Air Force with
a sacred oath, we accepted a sacred trust from the American people, one that
goes beyond anything else in society. As members of a joint team, our
profession is distinguished from others because of our expertise in the
justified application of lethal military force and the willingness of those who
serve to pay the ultimate sacrifice for our nation. No other profession expects
its members to lay down their lives for their friends, families or
freedoms...but it's what our profession readily expects.
25.7.1.4. And make no mistake, this is a
profession. We are professionals. As volunteers, our sworn obligation is to the
Constitution. Fighting America's wars is an ugly business - there is nothing
pretty about it, cool about it or glorious about it - but it must be done, and
somebody must be good at it. We re good at it. Our status as the world's
greatest Air Force was earned by the men and women who have gone before us, and
is carried on by every Airman who wears the uniform today.
25.7.1.5. All service men and women belong to
the Profession of Arms, from the most junior enlisted to our most senior
leaders. We are all accountable for meeting ethical and performance standards
in our actions and similarly accountable for our failure to take action, when
appropriate. The distinction between ranks lies solely in our level of
responsibility and the degree of accountability...not in our level of
commitment to the Profession of Arms. We share the common attributes of
character, courage and competence. We qualify as professionals through
intensive training, education and practical experience. As professionals, we
are defined by our strength of character, a life- long commitment to core
values and a dedication to maintain our professional abilities through
continuous improvement, individually and institutionally.
25.7.1.6. We must remember above all else, we
are patriots first. As service men and women we, more than anyone else,
understand the price paid for freedom. We, more than anyone else, understand
the sacrifices that come from willingly serving our country. We, more than
anyone else, understand what it means to serve in the Profession of Arms.
25.7.2. Respect:
25.7.2.1. Respect is at the root of the
Profession of Arms and bonds every Airman who voluntarily serves. Respect is
the feeling of esteem or deference for a person or other entity, but in the Air
Force it takes on a greater meaning and importance. Respect is the lifeblood of
our profession. Without it, we simply cannot stand strong in the defense of our
nation. Mutual respect strengthens our team and eliminates seams that reveal a weakness
in the force.
25.7.2.2. Respect in the Profession of Arms
goes beyond professional courtesy. It means accepting others for who they are,
embracing a heightened personal sense of humility and fostering an environment
of inclusiveness in which every Airman is able and eager to offer their skills,
abilities and ideas. It means treating the equipment and resources in our
possession with care, understanding and embracing the power of diversity and
holding those who mistreat others accountable. More than anything, we must
respect the humbling mission placed in our hands by the American people, and
the impact our weapons and our actions can have around the globe.
25.7.2.3. Our Air Force is a critical part of
the greatest fighting force the world has ever known; it's powered by the
greatest Airmen the world has ever seen. Through respect for each other, our
resources and our mission, we will continue to provide Global Vigilance, Global
Reach and Global Power for America.
25.7.3. Air Force Core
Values.
Values represent enduring, guiding principles
for which we as individuals or organizations stand. Core values are so
fundamental that they define our very identity. The United States Air Force has
clearly defined its identity by these three simple values: Integrity First,
Service Before Self, and Excellence In All We Do.
For those of us who join this proud community
of Airmen - whether officer, enlisted, civilian, Active, Guard, or Reserve -
being a part of the Air Force family requires we commit to living these values,
on and off duty. This is the expectation of our profession, and is the standard
against which our fellow service members and the American public hold us. The
Air Force Professional is a trusted servant of our Nation who adheres to the
highest standards of character, courage and competence. How we act represents
to countless others the collective identity of the United States Air Force.
25.7.3.1. The Challenge.
Living the Core Values:
25.7.3.1.1. Understanding
the Core Values is relatively easy. The true challenge is to live them. It's a
commitment that never ends, and one that always matters.
25.7.3.1.2. We all
have the ability to display integrity, both professionally and personally. We
have all placed ourselves in a position to serve a greater purpose. And we all
have the innate desire to achieve excellence. Yet there will be moments where
living and acting by the Core Values will be challenging.
25.7.3.1.3. These
moments are also opportunities to prove, through our actions, that we truly
embody these Core Values. In doing so, we honor the heritage and continue the
legacy of those who served before us and sacrificed so much. It is through this
alignment of our actions with these values that we, as an Air Force, earn the
public's trust, strengthen our Service, and accomplish our mission. These are
the Core Values of our Air Force.
25.7.3.1.4. Each of
these Core Values is further defined by virtues (desired behaviors and
characteristics) we must practice and demonstrate in our daily lives, showing
we truly do value Integrity, Service and Excellence. Consistently practicing
these virtues results in habits of honorable thought and action, producing an
Air Force Professional. Air Force Professionalism is a shared belief in, and a
commitment to, honorable service based on our Air Force Core Values.
25.7.3.2. Integrity First:
25.7.3.2.1. Integrity is simply doing the
right thing, all the time, whether everyone is watching or no one is watching.
It is the compass that keeps us on the right path when we are confronted with
ethical challenges and personal temptations, and it is the foundation upon
which trust is built. An individual realizes integrity when thoughts and
actions align with what he or she knows to be right. The virtues that
demonstrate one truly values integrity include:
25.7.3.2.2. Honesty is the
hallmark of integrity. As public servants, we are trusted agents.
Honesty requires us to evaluate our performance against standards, and to
conscientiously and accurately report findings. It drives us to advance our
skills and credentials through our own effort. The service member's word must
be unquestionable. This is the only way to preserve the trust we hold so dear
with each other and with the population we serve.
25.7.3.2.3. Courage is not
the absence of fear, but doing the right thing despite the fear. Courage
empowers us to take necessary personal or professional risks, make decisions
that may be unpopular, and admit to our mistakes; having the courage to take
these actions is crucial for the mission, the Air Force, and the Nation.
25.7.3.2.4. Accountability
is responsibility with an audience. That audience may be the American
people, our units, our supervisors, our fellow Airmen, our families, our loved
ones, and even ourselves. Accountable individuals maintain transparency, seek
honest and constructive feedback, and take ownership of the outcomes of their
actions and decisions. They are responsible to themselves and others and
refrain from actions which discredit themselves or our service.
25.7.3.3. Service Before Self:
25.7.3.3.1. Service before self tells us that
professional duties take precedence over personal desires. The call to serve is
a call to live according to a higher standard. It is not just a job; it is a
commitment that takes energy, dedication, and sacrifice. We do not work in the
Air Force; we serve in the Air Force. A heart and mindset for service allows us
to embrace expectations and requirements not levied on the American public or
other professions. The virtues that demonstrate one truly values service
include:
25.7.3.3.2. Duty is the obligation to perform
what is required for the mission. While our responsibilities are determined by
the law, the Department of Defense, and Air Force instructions, directives, and
guidance, our sense of duty is a personal one and bound by the oath of service
we took as individuals. Duty sometimes calls for sacrifice in ways no other
profession has or will. Airmen who truly embody Service Before
Self consistently choose to make necessary sacrifices to accomplish the
mission, and in doing so, we honor those who made the ultimate sacrifice.
25.7.3.3.3. Loyalty is an internal commitment
to the success and preservation of something bigger than ourselves. Our loyalty
is to the Nation first, the values and commitments of our Air Force second, and
finally to the men and women with whom we serve. Loyalty to our leaders
requires us to trust, follow, and execute their decisions, even when we
disagree. We offer alternative solutions and innovative ideas most effectively
through the chain of command. Ultimately, loyalty is demonstrated by helping
each other act with honor.
25.7.3.3.4. Respect is treating others with
dignity and valuing them as individuals. We must always act knowing that all
Airmen possess fundamental worth as human beings. We must treat others with the
utmost dignity and respect, understanding that our diversity is a great source
of strength.
25.7.3.4. Excellence In All We Do:
25.7.3.4.1. Excellence in all we do does not
mean that we demand perfection in everything from everyone. Instead, this value
directs us to continuously advance our craft and increase our knowledge as
Airmen. We must have a passion for continuous improvement and innovation that
propels America's Air Force in quantum leaps towards accomplishment and
performance.
25.7.3.4.2. Mission focus
encompasses operations, product and resources excellence. The complex
undertaking of the Air Force mission requires us to harness the ingenuity,
expertise, and elbow grease of all Airmen. We approach it with the mindset of
stewardship, initiative, improvement, pride, and a continued commitment to
anticipate and embrace change. Our work areas, our processes, and our
interpersonal interactions must be undeniably professional and positive. Our
people are the platform for delivering innovative ideas, strategies, and
technologies to the fight.
25.7.3.4.3. Discipline is
an individual commitment to uphold the highest of personal and professional
standards. Airmen commit to a life of discipline and self-control. We
demonstrate it in attitude, work ethic, and effort directed at continuous
improvement, whether it be pursuing professional military education or
nurturing ourselves physically, intellectually, emotionally, or spiritually.
Each Airman represents the entire Air Force. Our appearance, actions, and words
shape the culture of the Air Force and the reputation of the entire military
profession.
25.7.3.4.4. Teamwork is
essential to triumph at every level. Airmen recognize the
interdependency of every member's contributions towards the mission and strive
for organizational excellence. We not only give our personal best, but also
challenge and motivate each other. We carry our own weight, and whenever
necessary, help our wingmen carry theirs. We serve in the greatest Air Force in
the world, and we embrace the idea that our part of the Air Force meets that
world-class standard.
25.8. Conclusion.
Continuing to do things the same way we
always have is sure to lead to the same results we have already seen. Our Air
Force of the 21st Century can t afford to do what we have always done we must
continue to transform ourselves! We must work today to transform the Air Force
of tomorrow to meet our next challenges. The foundation of our Air Force
professionalism resides in our commitment and the oath we took to serve our
country. Let's work together today to strengthen an environment that allows all
Airmen to build trust and credibility with the nation they serve and start to
forge our place in the future evolution and superiority of our Air Force.